The  Elementary  and  Junior 
High  Schools 


MONMOUTH,  ILLINOIS 


THE  AMERICAN’S  CREED 


I  BELIEVE  in  the  United  States  of  America 
as  a  government  of  the  people,  by  the  people, 
for  the  people;  whose  just  powers  are  de¬ 
rived  from  the  consent  of  the  governed ;  a  demo¬ 
cracy  in  a  republic;  a  sovereign  Nation  of  many 
sovereign  states ;  a  perfect  union,  one  and  in¬ 
separable  ;  established  upon  those  principles  of 
freedom,  equality,  justice  and  humanity  for  which 
American  patriots  sacrificed  their  lives  and  for¬ 
tunes. 

I  therefore  believe  it  is  my  duty  to  my 
country  to  love  it,  to  support  its  constitution, 
to  obey  its  laws,  to  respect  its  flag  and  to  de¬ 
fend  it  against  all  enemies. 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/outlinesofworkfoOOmonm 


Moavao^K.IW  -^aotat ion,  Boajrd.  4  _  ^ 

\n»  -  '••  •  '  ‘ 

OUTLINES  OF  WORK 

FOR 

The  Elementary  and  Junior 
High  Schools 


MONMOUTH,  ILLINOIS 


THE  AMERICAN’S  CREED 


I  BELIEVE  in  the  United  States  of  America 
as  a  government  of  the  people,  by  the  people, 
for  the  people;  whose  just  powers  are  de¬ 
rived  from  the  consent  of  the  governed ;  a  demo¬ 
cracy  in  a  republic;  a  sovereign  Nation  of  many 
sovereign  states ;  a  perfect  union,  one  and  in¬ 
separable  ;  established  upon  those  principles  of 
freedom,  equality,  justice  and  humanity  for  which 
American  patriots  sacrificed  their  lives  and  for¬ 
tunes. 

I  therefore  believe  it  is  my  duty  to  my 
country  to  love  it,  to  support  its  constitution, 
to  obey  its  laws,  to  respect  its  flag  and  to  de¬ 
fend  iL against  all  enemies. 


Published  by  the  Board  of  Education 
Monmouth,  Illinois 
March  1,  1919 


y\^o 

MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  5 

NtiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiimiiiimiiiiiiiiiiiiiiiiiiiiii 

NOTE  OF  TRANSMITTAL 

Office  of  Board  of  Education, 
District  No.  38,  Monmouth,  Illinois., 
February  First,  1919. 

TO  THE  BOARD  OF  EDUCATION: 

I  am  pleased  to  transmit  herewith  for  publication  a  brief  report  on 
Time  Allotments  and  Outlines  of  Work  for  the  Elementary  and  Junior 
High  School  grades  of  the  Monmouth  Public  Schools.  A  similar  report  is 
in  preparation  for  the  High  School.  Courses  of  study,  based  upon  these 
reports,  are  under  construction  and  will  soon  be  in  form  ready  for  printing. 
It  is  hoped  that  these  reports  will  prove  interesting  and  suggestive  as  to  the 
work  of  the  schools. 

With  full  appreciation  of  your  interest  and  co-operation  in  the  work  of 
the  schools,  I  am 

Very  cordially, 

L.  L.  Caldwell,  Superintendent. 


ADMINISTRATIVE  OFFICERS 


Board  of  Education 


J.  C.  Allen,  President.  Mrs.  W.  W.  Brent 

Ivory  Quinby,  Secretary  Mrs.  Lois  Barnes  Kritzer 

J.  K.  Teare  Dr.  C.  P.  Blair 

G.  O.  Wirtz 


\ 

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» 

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% 

* 


SUPERVISORS 


L.  L.  Caldwell  . Superintendent 

Edith  Hays . Secretary  to  Superintendent 

Ida  Glenn  . Supervisor  of  Drawing 

Edna  Smith  . Supervisor  of  Music 

Erma  Exley  . Supervisor  of  Physical  Education 

Ben  W.  Leib  . Supervisor  of  Industrial  Arts 

*  . Supervisor  of  Home  Economics 

*  . School  Nurse 

Corinne  Roberts  . Attendance  Officer 


* Positions  temporarily  vacant. 


PRINCIPALS 


Kenneth  C.  Merrick  . Principal  of  High  School 

Merle  Bruyn  . Secretary  to  Principal 

Myrtle  T.  Simmons . . Principal  of  Central  and  Junior  High  School 

Etta  Stansbury  . Principal  of  Garfield  School 

Eliza  T.  Moses  . Principal  of  Harding  School 

Harriet  E.  McGee  . Principal  of  Willits  School 


6  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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INTRODUCTORY 

This  booklet  sets  forth  briefly  an  outline  of  the  work  of  the  several  Elemen¬ 
tary  and  Junior  High  School  grade  of  the  Monmouth  Public  Schools. 
It  is  not  to  be  regarded  as  the  complete  Monmouth  Course  of  Study,  but 
only  as  a  brief  outline  of  time  allotments  and  schedules  of  work.  It  is  in¬ 
tended  to  furnish  a  short  description  of  the  work  of  the  schools  for 
teachers,  patrons,  school  officials,  and  others  who  may  be  interested. 
From  it,  the  organization  of  the  schools,  the  aims,  purposes,  methods 
and  standards  of  instruction  and  training,  may  be  readily  inferred. 

Supplementing  these  outlines,  Courses  of  Study  are  under  preparation  in  each 
subject.  Several  of  these  courses  are  in  typewritten  form  and  in  the 
hands  of  the  teachers.  Others  are  in  tentative  form  and  in  preparation. 
Valuable  work  has  been  done  by  committees  of  teachers.  It  is  hoped 
that  continued  study  and  the  work  of  resourceful  and  practical  teachers 
will  embody  in  the  Monmouth  Course  the  best  of  Aims,  Purposes,  Ma¬ 
terial,  Method  and  Standards  that  are  known  in  modern  school  work. 

Next  to  the  teachers,  the  Course  of  Study  is  the  most-  important  factor  in 
the  instruction  of  our  children.  Its  aims  or  purposes  in  the  teaching  of 
the  various  subjects,  its  methods,  the  general  nature  of  the  content — 
material,  the  scope  of  work  for  each  grade,  etc.,  determine  very  largely 
what  will  be  accomplished  in  the  school.  It  is  one  of  the  most  important 
problems  in  education  today,  demanding  the  best  that  scientific  study 
and  carefully  tested  experience  can  bring  to  the  solution. 

The  modern  course  of  study  cannot  become  a  rigid  finality  in  any  sense. 
Modern  progress,  study  and  experiment,  the  experience  of  successful 
teachers  and  supervisors,  and  the  testing  of  results  will  always  require 
change  and  re-adjustment.  It  is  the  unquestioned  policy  of  the  Mon¬ 
mouth  teachers  and  school  authorities  to  keep  step  with  progress  and  to 
check  results  by  modern  standards.  In  constructing  the  courses  of  study, 
the  best  schools,  sources  of  material,  methods,  etc.,  have  been  studied 
and  used  as  reference. 

A  few  pictorial  illustrations  of  the.  work  of  the  schools  have  been  appended 
to  the  Outlines  of  Work  in  the  thought  that  they  might  be  of  interest 
to  patrons  and  others  who  can  not  readily  visit  the  schools. 

Lee  Lynton  Caldwell, 
Superintendent  of  Schools. 

Office  of  Board  of  Education, 

District  No.  38, 

Monmouth,  Illinois, 

March  First,  1919. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  7 

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TIME  SCHEDULE  FOR  ELEMENTARY  GRADES 


MINUTES  PER  WEEK 

FIRST 

GRADE 

SECOND 

GRADE 

TH'RD 

GRADE 

FOURTH 

GRADE 

FIFTH 

GRADE 

SIXTH 

GRADE 

SEVENTH 

GRADE 

EIGHTH 

GRADE 

50 

50 

50 

50 

Opening  Exercises  . 

75 

75 

75 

75 

Reading,  Phonics,  Word  Drill 

525 

525 

300 

250 

200 

200 

320 

320 

Literature,  Language, 

Composition,  Grammar  . 

125 

110 

140 

150 

150 

150 

320 

320 

Spelling  . 

75 

75 

75 

75 

j  20 

20 

Handwriting  . 

75 

75 

75. 

75 

75 

75 

|  20 

20 

Number  work  and  Arithmetic 

75 

“150 

~250 

~250 

250 

~ 25(1 

|  320 

~ 320 

Geography  . 

50 

200 

250 

250 

|  240 

Nature  Study  and  El.  Science. . 

30 

30 

30 

40 

50 

50 

|  160 

320 

History  and  Civics . 

30  | 

30 

75 

100 

100 

100 

|  320 

320 

Health,  Hygiene,  Physiology.. 

30  | 

30 

30 

30 

30 

30  | 

Physical  Education  . 

60 

|  60 

60 

60 

60 

60 

|  60 

60 

♦Intermission  and  Play . 

100  | 

100 

100 

100 

100 

100  | 

Music  . 

60 

I  60 

60 

60 

60 

60 

|  60 

60 

Art  Education  (Drawing).... 

60 

60 

60 

60 

60 

60 1  40 

40 

Industrial  Arts  . 

60 

60 

60 

60 

75 

90 

|  90 

180 

Total  Minutes  per  week . 

1305  | 

1365  |  1440  | 

|  1585 

|  1535 

|  1550 

|  1970 

|  1980 

Available  School  Time . 

1425 

|  1425 

|  1525 

[  1625 

|  1625  |  1625 

|  1775 

|  1775 

Unassigned  . 

125 

|  60 

|  85 

|  40 

|  90 

l  75 

1 

1 

Home  Study  . 

1 

1 

1 

|  195 

|  205 

NOTES 

*  Does  not  include  noon  intermission  or  supervised  play  from  8:30-9:00 
a.  m.  and  4:00-4:30  p.  m. 

This  schedule  includes  both  class-work  and  seat-work. 

Spelling  is  correlated  to  some  extent  with  all  subjects. 

Seventh  Grade  Elementary  Science  includes  Physiology,  Health  and  Hygiene. 

Home  study  not  encouraged  below  Junior  High  School,  excepting  as  sup¬ 
plementary  or  Home-Library  reading. 

Unassigned  time  may  be  used  for  extra  work  or  special  exercises  as  desired 
by  the  teacher. 

For  daily  occurrence,  or  times  per  week  on  the  program,  see  outlines  of  work 
for  the  particular  grade  concerned. 


8  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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NOTES  ON  TIME  ALLOTMENT  AND  DAILY  PROGRAM 

1.  OPENING  EXERCISES:  Make  them  inspirational.  The  thought  of 
the  day  should  be  brought  out  by  means  of  talks,  songs,  poems,  memory 
gems,  observations,  experiments,  reports  by  pupils,  etc.  There  should  be 
stimulating  variety. 

2.  LENGTH  OF  CLASS-WORK  PERIODS : 

First  Grade:  Ten  to  twenty  minutes;  most  of  them  fifteen  minutes. 
Five  minutes  for  rest  and  recreation  periods. 

Second  Grade:  Ten  to  twenty  minutes.  Number  work  and  reading 
should  be  given  twenty  minute  periods ;  other  exercises  may  be 
given  ten  to  fifteen  minutes.  Five  minutes  will  provide  suf¬ 
ficient  time  for  rest  and  recreation  periods. 

Third  Grade :  Fifteen  to  twenty  minutes.  Arithmetic  and  reading  may 
be  extended  to  twenty-five  minutes. 

Fourth  Grade :  Regularly  twenty-five  minutes,  excepting  the  periods 
for  spelling,  writing  and  the  special  work  of  supervisors. 

Fifth  and  Sixth  Grades :  The  length  of  regular  class  periods  should  be 
twenty-five  minutes  in  these  grades,  excepting  spelling,  writing, 
and  special  work  which  will  commonly  be  fifteen  minutes.  Draw¬ 
ing  and  Industrial  Arts  as  per  time  allotment  schedule. 

Junior  High  School:  Regular  subjects  forty  minutes. 

3.  ATTENDANCE  RECORDS  AND  REPORTS:  Five  minutes  at  the 
opening  of  each  session  should  be  sufficient  for  attendance  records,  re¬ 
ports,  assignments  of  work,  etc.  Allow  definite  time  for  such  work  and 
keep  within  it. 

4.  SEQUENCE  OF  SUBJECTS  ON  THE  PROGRAM: 


a.  Subjects  similar  in  character  should  be  separated;  for  example, 
phonics  and  word  study ;  reading  and  literature ;  language  games 
and  rest  exercises. 

b.  Subjects  in  which  the  whole  school  is  taught  as  one  class  should  be 
separated. 

c.  Subjects  requiring  the  use  of  special  material  should  be  given  when 
such  material  can  be  taken  care  of  with  least  waste  of  time,  unless 
this  should  be  contrary  to  directions  given  by  special  supervisors. 

d.  Writing  should  not  come  just  after  an  intermission;  muscular  con¬ 
trol  is  not  good  then. 

e.  Physical  training  exercises  should  not  come  just  before  nor  just  after 
an  intermission. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  9 

. . . . . 


5.  HOURS  OF  DISMISSAL: 

First  Grade:  First  Half  Year,  11:00  a.  m. ;  3:00  p.  m. 

Second  Half  Year,  11:30  a.  m. ;  3:30  p.  m. 

Note:  After  the  children  have  become  accustomed  to  school 
routine  and  work  the  B  Class  (First  Half  Year)  hours  may 
be  lengthened  ten  to  fifteen  minutes. 

Second  Grade:  11:30  a.  m. ;  3:30  p.  m. 

Third  Grade  :  11 :40  a.  m. ;  3  :40  p.  m. 

Fourth  Grade:  11:40  a.  m. ;  4:00  p.  m. 

Fifth  Grade  :  11 :40  a.  m. ;  4  :00  p.  m. 

Sixth  Grade:  11:40  a.  m. ;  4:00  p  .m. 

Junior  High  School:  11:40  a.  m. ;  4:00  p.  m. 

Note:  The  Junior  High  School  begins  its  forenoon  session  at 
8:30.  All  afternoon  sessions  begin  at  1:15. 

6.  Any  considerable  variation  from  this  schedule  must  not  be  made  without 
permission.  If  change  is  necessary,  ask  for  a  conference. 

7.  The  principal  difficulty  in  making  a  daily  program  out  of  this  time  allot¬ 
ment  will  be  found  in  adjusting  it  to  the  schedules  of  the  special  super¬ 
visors.  These  schedules  have  been  determined  by  conference  and  every 
possible  effort  has  been  made  for  the  convenience  of  the  greatest  possible 
number,  and  for  all  concerned.  It  will  be  necessary,  therefore,  to  adjust 
your  program  as  effectively  as  possible.  Some  slight  and  reasonable 
changes  may  need  to  be  made  in  the  time  allotment ;  if  so,  note  them,  and 
ask  for  a  conference. 

8.  Where  necessary  to  get. the  work  in  the  subject  may  come  two,  three  or 
four  times  per  week  as  the  particular  difficulty  may  require.  For  ex¬ 
ample,  Nature  Study  should  have  two  fifteen  or  twenty  minute  periods; 
History  and  Geography  may  correlate  as  indicated;  Literature  (Stories, 
dramatizations,  etc.)  may  come  twice  or  three  times  and  alternate  with 
language  work.  Other  arrangements  will  suggest  themselves  as  the 
daily  program  is  blocked  out. 


NOTES  AND  MEMORANDA 


10  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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NOTES  OF  GENERAL  IMPORTANCE 

1.  References  to  the  Baltimore  County,  Maryland,  Course  of  Study  are  based 
upon  the  September,  1915,  edition.  There  is  a  new  and  revised  edition 
under  date  of  January,  1919.  Each  school  is  provided  with  several  copies 
of  the  1915  edition  and  one  copy  of  the  1919  edition.  This  Course  of 
Study  is  probably  the  most  complete  and  suggestive  of  any  in  print  at 
the  present  time.  Teachers  of  every  grade  are  expected  to  be  familiar 
with  it,  and  to  use  it  for  reference  as  directed  and  whenever  needed  to 
supplement  the  local  course. 

2.  Community  Life  and  Civics  have  not  been  given  a  formal  place  on  the 
program  of  studies  below  the  Junior  High  School,  but  are  intended  to  be 
made  a  part  of  the  instruction  in  all  grades.  One  of  the  best  statements 
of  the  aims  and  content  of  this  work  appears  in  the  Denver,  1918,  Course 
of  Study  as  follows : 

“Civics,  as  the  study  of  the  machinery  of  government,  has  small  place  in  the 
elementary  grades.  As  a  study  of  community  activities  it  is  a  vital  part  of 
history,  geography,  hygiene,  home  economics,  household  arts,  arithmetic,  and 
current  events.  The  use  which  the  child  is  taught  to  make  of  history  and  ge¬ 
ography  knowledge  should  have  a  social  effect.  The  training  resulting  from 
reasoning  upon  the  facts  he  learns  and  from  forming  individual  judgments 
makes  for  social  efficiency.  The  study  of  home  and  neighborhood  life  even 
in  the  kindergarten ;  that  of  primitive  pioneer  life,  with  its  need  of  union 
for  protection  ;  that  if  migration  from  an  older  community  into  a  new  sec¬ 
tion  leading  into  the  study  of  problems  like  immigration  and  the  development 
of  transportation  are  social.  The  civic  element  enters  largely  into  the  study 
of  foods  and  markets  in  connection  with  home  economics,  of  textiles  in  house¬ 
hold  arts,  and  of  community  hygiene. 

“Citizenship  has  never  meant  so  much  as  it  does  now.  As  if  in  answer  to  the 
great  need  for  training  to  meet  the  increasing  responsibilities  of  community 
life,  our  children  are  taking  a  larger  part  in  community  activity  than  ever 
before,  thus  securing  early  practice  in  citizenship.  It  is  the  part  of  the  school 
to  further,  in  every  way  possible,  civic  activities,  such  as  Clean-up  Week,  and 
active  participation  in  war  work,  but,  beyond  this,  there  is  need  for  positive, 
definite  instruction  in  civics,  which  will  give  correct  attitudes  and  ideals. 

“The  position  here  taken  is  that  a  course  of  study  in  civics  cannot  be  a  de¬ 
tailed  outline  because  such  instruction  is  best  given  when  relations  of  pupils 
to  their  school  and  the  larger  community,  as  well  as  current  happenings, 
seem  to  make  the  time  ripe  for  it.” 

One  of  the  best  general  outlines  for  work  in  community  interests  in  which 
young  citizens  can  help  is  found  in  the  Second  Report  of  a  Committee  of 
the  Iowa  State  Teachers’  Association,  November,  1916,  pp.  128-130. 

A  broad  general  outline  based  upon  this  report  and  suited  to  the  capaci¬ 
ties  and  interests  of  the  children  in  the  several  grades  is  under  prepara¬ 
tion. 

3.  The  following  time  allotments  and  outlines  of  work  may  seem  in  places 
too  formal  and  perfunctory.  But  they  are  not  so  intended.  It  is  clearly 
recognized  that  the  most  important  parts  of  the  school  after  all  are  the 
human  elements — the  pupil  and  the  teacher.  Both  should  be  happy  and 
hopeful ;  aspiring  and  full  of  the  spirit  of  achievement.  There  should 
always  be  room  for  the  play  of  individuality  and  for  freedom  in  de¬ 
velopment  of  work  and  personality.  But  even  so,  there  needs  to  be  cer¬ 
tain  controls  and  regulations  as  in  democratic  society.  There  are  certain 
fundamental  principles  which  must  be  observed  for  the  greatest  good  to 
the  greatest  number,  and  for  the  common  good  of  all.  It  is  with  these 
guiding  purposes  in  mind  that  the  following  outlines  have  been  prepared. 

Limited  space  has  made  it  impossible  to  develop  many  points  as  fully  as 
desired.  This  brevity  in  places  and  lack  of  explanation  in  other  parts 
may  give  a  misleading  appearance  of  stiffness  and  formality.  The  basic 
idea,  however,  is  definite  aims,  specifically  and  purposefully  selected 
material  for  instruction,  flexible  methods,  and  well  established  standards 
of  achievement.  And  all  for  the  training  of  our  children  happily  in  habits 
of  efficient,  democratic  citizenship. 


Outline  of  Work  for  First  Grade 


READING 


TIME:  105  minutes  per  day,  including  phonics  and  word  study. 
AIMS:  To  develop  in  the  child: 

a.  A  desire  for  reading. 

b.  Power  in  word  recognition,  and  thought  getting. 

c.  Appreciation  of  content. 

d.  Habits  of  expressive  oral  speech. 


Of  necessity  the  mechanics  of  reading  and  oral  speech  must  have  a  large 
share  of  the  time  in  primary  grades,  but  reading  for  ideas  and  their  inter¬ 
pretation  for  personal  and  social  enjoyment  should  also  be  a  leading  pur¬ 
pose.  “To  miss  the  joy  is  to  miss  all” — at  least  all  of  the  best  there  is  in 
reading. 


SCOPE:  IB:  1.  Blackboard  reading:  incidental  reading  based  on  inter¬ 
esting  individual  and  group  experiences ;  silent  read¬ 
ing  for  action — commands  and  directions  for  work  and 
play  in  connection  with  preliminary  work  in  the 
Primer.  See  Merrill  Manual,  pp.  15-33. 


2.  Study  of  pictures,  conversations  and  dramatization  of 

work  and  play. 

3.  Merrill  Primer;  Free  and  Treadwell  Primer. 

4.  Phonics  and  vocabulary  work ;  speech  control :  breath¬ 

ing,  voice,  etc. 

5.  Some  classes  may  begin  Merrill  First  Reader. 

1A:  1.  IB  work  continued:  Merrill  First  Reader;  Holton-Cur- 

ry  First  Reader;  Free  and  Treadwell  First  Reader; 
other  first  readers  and  supplementary  material  as 
provided. 


2.  Phonics  and  word  study  as  outlined  in  Merrill  Manual. 


METHOD:  The  Merrill  Method:  Follow  “ Teachers’  Manual”,  making 
adaptations  as  experience  and  study  may  make  desirable. 
While  much  emphasis  must  be  placed  necessarily  on  the  me¬ 
chanical  side,  reading  for  ideas  and  appreciation  should  be 
a  leading  motive.  Mere  word  calling  is  not  reading. 


To  realize  the  ultimate  aim  of  reading  for  ideas  and  apprecia¬ 
tion  of  literature,  it  is  essential  that  the  reading  material  be  of 
high  literary  quality  and  have  genuine  interest  for  the  child. 
It  is  no  less  important  that  the  setting  and  background  of  the 


story  or  lesson  be  vividly  worked  out  by  story,  pictures,  illus¬ 
trations,  dramatizations,  etc. 


A  combination  of  sentence,  word  and  phonic  methods,  with 
constant  use  of  the  blackboard,  seems  to  be  the  rational  method 
of  procedure.  Illustrations,  pictures,  and  dramatizations 
greatly  aid  the  formal  work.  Periods  for  vocabulary  and 
phonic  work  should  be  kept  'Separate  from  the  reading  time. 
Emphasis  upon  reading  phrases  and  word  groups.  Eye  train¬ 
ing  for  rapid  reading. 


12 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


REFERENCES : 

Merrill  Manual. 

Klapper :  Teaching  Children  to  Read. 

Briggs  &  Coffman:  Reading  in  Public  Schools. 

Huey :  Psychology  and  Pedagogy  of  Reading. 

Gesell :  The  Normal  Child  and  Primary  Education. 

McMurry:  Special  Methods  in  Primary  Reading. 

Baltimore  County  Course  of  Study,  pp.  1-10.  Very  suggestive. 
Judd:  Reading;  Its  Nature  and  Development.  July  1918. 


LITERATURE 


TIME:  10  minutes  per  day. 


AIMS: 


1.  To  stimulate  the  children  to  think  accurately  and  feel  deeply. 

Thought  and  feeling  are  the  basis  of  all  personal  development. 

2.  To  give  much  opportunity  for  free  self-expression. 

3.  To  develop  habits  of  good  English  in  the  child’s  self-expres¬ 

sion  through  the  influence  of  beautiful  language  in  the  forms 
to  which  he  is  most  susceptible. 

4.  To  establish  a  few  correct  forms  of  speech  by  means  of  spe¬ 

cific  use  in  daily  exercises  and  games. 

5.  To  develope  clear,  expressive  oral  speech. 

6.  To  furnish  an  attractive  background  for  reading. 


SCOPE:  See  graded  list  of  Stories  and  Poems  by  Months ”  in  the  Course 
of  Study. 

The  minimum  requirement  will  be  six  stories  and  six  poems  for 
the  year.  An  average  of  one  story  per  month  for  telling  and 
dramatization,  and  of  one  poem  per  month  for  memorizing  is  the 
maximum  requirement,  though  some  classes  may  accomplish  much 
more.  By  the  end  of  the  year  the  pupils  should  be  able  to  tell 
their  stories  from  beginning  to  end  and  recite  their  poems  in  a 
pleasing  manner. 


METHOD:  Oral  Reading  and  Telling  of  Stories,  Conversations,  Drama¬ 
tizations,  etc.  The  teacher’s  voice  and  manner  of  telling  should 
serve  as  an  unconscious  model  for  the  children.  See  Balti¬ 
more  County  Course  of  Study,  pp  35-40. 


REFERENCES : 

Bryant:  How  to  Tell  Stories  to  Children. 

Bryant:  Stories  to  Tell  to  Children. 

Keyes:  Stories  and  Story  Telling. 

Lyman:  Story  Telling. 

McClintock:  Literature  in  the  Elementary  School. 
Hunt:  What  Shall  We  Read  to  Children? 
Baltimore  Course  of  Study,  pp.  35-40. 


LANGUAGE 


TIME:  15  minutes  per  day. 

AIMS :  See  Literature.  Making  free  expression  of  ideas  a  pleasure  to 
children  is  an  aim  of  first  importance.  Intelligent  work  depends 
upon  the  clear  understanding  of  the  teacher  of  the  intimate  rela¬ 
tion  of  language  and  ideas.  Training  in  habits  of  thinking  is  there¬ 
fore  fundamentally  important.  Vocabulary  building  and  correct 
usage  furnish  the  main  problem. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  13 


SCOPE :  First  Grade  assignment  in  Sheridan’s  “Speaking  and  Writing  Eng¬ 
lish”.  Correlate  with  work  in  Literature.  Language  games  for 
establishing  right  habits  of  speech.  No  written  work.  Abun¬ 
dant  sources  of  material  are  available  in  home  and  school  ex¬ 
periences,  supplemented  by  observations  and  experiences  of  others 
recorded  in  stories,  poems,  events  in  history,  facts  in  nature,  etc. 

The  study  of  pictures  also  furnish  many  valuable  ideas.  Such 
material  should  naturally  enlarge  the  child’s  interests  and  lead  to 
a  large  and  better  vocabulary  and  higher  standards  of  thinking 
and  expression. 

METHOD:  Sheridan’s  “ Speaking  and  Writing  English”. 

See  Baltimore  County  Course  of  Study,  pp.  84-95. 

REFERENCES : 

Cooley :  Language  T caching  in  the  Grades. 

Klapper :  The  Teaching  of  English. 

Gesell:  The  Normal  Child  and  Primary  Education. 

Baltimore  Course  of  Study,  pp.  84-95;  very  important. 

McMurry :  Special  Method  in  Language. 

WRITING 


TIME:  15  minutes  per  day. 

SCOPE:  IB:  Rhythmic  writing  at  blackboard  with  Victrola  or  descrip¬ 
tive  counts.  Many  exercises  to  develop 

a.  Continuous  movement. 

b.  Freedom  of  movement. 

1A :  Continue  blackboard  games,  making  use  of  rhymes  and 
jingles  provided  in  Manual.  Movement  exercises  on  black¬ 
board — push — pull,  direct  and  indirect  orals. 

First  Seat  Writing — Laurel  Book  I. 

METHOD:  Economy  Method  in  Writing.  See  Teachers'  Manual :  How 
to  Teach  Writing. 

REFERENCES : 

Laurel  Book  Co.:  How  to  Teach  Writing. 

Freeman:  Teaching  Handwriting. 

Gesell:  The  Normal  Child  and  Primary  Education,  pp.  203-222. 

NUMBERS 

TIME:  IB:  10  minutes  per  day ;  1A :  15  minutes  per  day. 

AIMS:  1.  To  satisfy  an  instinctive  interest  in  number;  to  give  an  insight 
into  its  meaning  and  an  appreciation  of  its  needs. 

2.  To  teach  the  reading  and  writing  of  number  to  meet  the  child’s 

lteeds  during  the  first  year  in  school. 

3.  To  give  automatic  control  of  needed  primary  number  facts. 

Note:  The  work  of  this  grade  should  not  only  be  concrete,  but  should 
grow  out  of  the  actual,  everyday  activities  of  the  child,  and  should  follow 
the  line  of  his  native  interest.  The  real  use  of  number,  rather  than  the  mem¬ 
orization  of  number  facts,  should  be  the  leading  aim  of  the  work  of  the 
First  Year. 


14 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


. . . . . . . . mi . mim 


SCOPE:  IB:  Number  sense  enlarged  through  counting.  Number  ideas 
presented  informally  through  number  games;  songs,  stories, 
industrial  arts,  and  all  schoolroom  activities  which  afford 
an  opportunity  for  developing  the  number  sense. 

1A:  1.  Reading  and  writing  of  numbers  1  to  100. 

2.  Counting  by  l’s,  2’s,  5’s,  and  10’s  to  100. 

3.  Combinations  1  to  10. 

4.  Roman  Numerals  to  XII  in  order  to  tell  time. 

5.  Evidence  of  number  sense. 

6.  The  recognition  of  one-half,  one-fourth  and  one-third 

of  an  object  that  has  been  divided.  Familiarity  with 
common  units  of  measure  as  used  by  the  pupil  in  and 
out  of  school. 


REFERENCES : 


Baltimore  County  Course  of  Study,  pp.  250-261.  Very  helpful. 
Wentworth-Smith :  Work  and  Play  with  Numbers. 

Harris  &  Waldo:  First  Journeys  in  Numberland. 

Suzzallo :  The  Teaching  of  Primary  Arithmetic. 

Stone:  The  Teaching  of  Arithmetic. 

Klapper :  The  Teaching  of  Arithmetic. 


NATURE  STUDY 


TIME:  30  minutes  per  week,  correlated  with  Health  and  Hygiene. 

Observations  on  weather  conditions  and  seasonal  changes.  Cultivation  of 
plants  and  bulbs  and  seeds  in  window  boxes,  on  schoolgrounds,  school 
and  home  gardens.  Wild  flowers,  trees  and  birds  of  the  immediate 
neighborhood.  Field  excursions.  Visit  to  green-house.  Observations 
on  domestic  animals.  Animals  as  pets. 

Nature  Study  for  little  children  should  consist  of  observation,  simple  ex¬ 
periments  and  talks  about  things  in  relation  to  life  around  them.  Its 
purpose  should  be  to  create  an  interest  in  the  common  things  of  every¬ 
day  life.  The  work  should  be  informal  and  natural.  The  important 
thing  is  to  keep  alive  the  questioning  spirit.  Encourage  your  children 
to  observe,  talk,  question,  and  then  observe  again.  The  method  in  gen¬ 
eral  should  be  Observation,  Experiment,  Discussion. 

REFERENCES : 

Hodge :  Nature  Study  and  Life. 

Holtz :  Nature  Study. 

Comstock:  Handbook  of  Nature  Study. 

Matthews:  How  to  Know  Familiar  Trees,  etc. 

Blanchan :  Bird  Neighbors. 


HEALTH  AND  HYGIENE 


TIME:  30  minutes  per  week,  correlated  with  Physical  Education. 

The  Health  work  for  First  Grade  should  come  naturally  and  incidentally  in 
connection  with  the  things  of  everyday  life.  It  should  be  closely  cor¬ 
related  with  other  studies  and  school  activities  and  with  home  life.  Ex¬ 
ercises  and  requirements  intended  to  form  habits  of  good  personal  hy¬ 
giene  need  careful  attention; — such  as  keeping  clean,  care  of  the  teeth, 
nails,  hair,  nose,  etc ;  proper  care  in  coughing  and  sneezing ;  bathing, 
etc.  Good  habits  of  breathing,  eating,  drinking,  etc.  Incidental  and 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  15 

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accidental  lessons  growing  out  of  seasonal  changes  and  weather  condi¬ 
tions.  Follow  outline  prepared  by  Health  Department.  Two  lessons 
per  week. 


PHYSICAL  EDUCATION 

TIME:  60  minutes  per  week. 

First  Grade  Physical  Training  might  more  appropriately  be  called,  “play 
time”.  The  work  given  is  very  simple  and  as  far  as  possible  follows  the 
natural  play  instincts  of  the  child.  Attention  is  also  paid  to  the  Health 
and  Hygiene  of  the  individual. 

“Play  Time ”  is  divided  into  two  parts:  supervised  and  free  play. 
Supervised  play  includes  the  following : 

1.  Marching  which  is  informal  and  aims  for  rhythm  and  good  pos¬ 

ture. 

2.  Story  plays  as  imitations  of  daily  work  and  play  are  given  to 

stimulate  the  imagination  for  general  exercise  and  recreation. 

3.  Song  or  rhythmic  plays  develop  the  imagination,  sense  of  rhythm; 

balance  and  coordination  of  muscles ;  ease,  erectness,  grace  and 
freedom  of  movement.  First  Grade  pupils  enjoy  “music  in 
terpretation”.  Their  love  of  action  moves  them  to  do  what¬ 
ever  the  music  means  to  them. 

4.  Games  are  simple  and  unorganized  and  such  that  every  child 

may  take  part. 

Follow  outlines  prepared  by  the  Supervisor  of  Physical  Education. 

INDUSTRIAL  WORK  AND  HISTORY 

TIME:  90  minutes  per  week. 

First  .Semester  :  The  Family. 

A.  Subject  Matter:  Members — duties  of  each;  food — kinds  and  sources; 

clothing — kinds,  care  ;  shelter — home. 

B.  Projects:  Paper  cutting:  house,  family,  dishes  for  setting  table, 

basket  of  fruit,  vegetables;  Clay — fruit,  cookies,  doughnuts,  etc.; 
Sandtable — farm,  garden,  city ;  dramatize  family  life. 

Second  Semester:  Primitive  Life — Tree  Dwellers. 

Text — “Tree  Dwellers” — Katherine  Dopp. 

A.  Subject  Matter:  Food — kinds,  sources,  how  obtained,  how  eaten; 

clothing — skins  of  animals,  ornaments  of  feathers,  teeth,  etc. ;  shel¬ 
ter — trees,  grass  huts,  after  the  discovery  of  fire. 

B.  Projects:  Paper  cutting — animals  and  characters  in  story;  Clay — 

animals ;  Sandtable — land  of  the  Tree  Dwellers ;  Dramatize  the 
story  of  Tree  Dwellers. 

Primitive  Life — Early  Cave  Men. 

Text — “Early  Cave  Men” — Katherine  Dopp. 

A.  Subject  Matter:  Food — kinds,  sources,  how  obtained,  how  eaten; 

clothing — skins,  trophies  for  ornaments  ;  shelter — caves. 

B.  Projects:  Paper  cutting — animals  in  story;  Clay — animals,  caves; 

Sandtable — Cave  Dwellers’  home ;  Dramatize  story  of  Cave  Dwel¬ 
lers. 


16  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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FINE  ARTS 


TIME:  60  minutes  per  week. 

Blackboard  work  and  paper  cutting  used  in  acquiring  new  forms — figures  in 
action,  animals,  houses  and  trees,  followed  by  original  illustrations  in 
colored  crayons  of  nursery  rhymes,  stories,  games,  home  and  school  ac¬ 
tivities  ;  rhythmic  arrangement  of  borders  and  all-over  designs ;  free¬ 
hand  cutting  of  fruits  and  vegetables ;  cutting  of  capital  letters,  making 
of  A.  B.  C.  booklet. 


Art  Appreciation — animal  and  story  telling  pictures. 


MUSIC 


TIME:  60  minutes  per  week. 

AIMS:  To  secure  a  joy  in  song  expression;  to  create  a  love  for  good  music; 

to  establish  light,  head  quality  of  tone ;  to  cure  monotones ;  to  form 
correct  habits  in  enunciation,  correct  posture  and  breathing :  to  de¬ 
velop  musical  feeling  for  rhythm  and  phrase. 

MATERIAL:  Book  I,  Progressive  Music  Series  (Silver,  Burdett  &  Co.) 

Art  Songs  are  chosen  from  Teachers’  Manual  of  Progressive 
Series;  Gaynor  Book  I  and  II;  Miessner’s  Art  Song  Cycle, 
Book  I ;  also  Churchill-Grindell  Books. 

METHOD:  Interest  awakened  in  music  by  much  singing.  All  songs  taught 
by  rote.  Voices  tested  and  children  seated  as  to  their  ability 
to  reproduce  a  simple  tune.  Particular  attention  to  mono- 
tones.  Individual  training  of  voice  and  ear.  Half  of  every 
music  period  spent  in  individual  singing.  Strive  to  secure 
light  quality  head  tones,  and  to  correct  habits  in  enunciation. 
Victrola  work  for  concentration  and  discrimination.  Simple 
folk  dances  taught  to  develop  a  rhythmic  sense. 

SPECIAL  TO  TEACHERS — Read  special  suggestions  to  First  Grade  Teach¬ 
ers,  given  by  Music  Supervisor. 


NOTES  AND  MEMORANDA 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  17 

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Outline  of  Work  for  Second  Grade 


READING 


TIME:  105  minutes  per  day,  including  word  study,  phonics  and  spelling. 

AIMS:  Practically  the  same  as  in  First  Grade.  Pupils  should  now  begin 
to  read  independently.  The  work  should  be  largely  oral  but  fre¬ 
quent  exercises  in  silent  reading  should  be  given.  Abnormally  slow 
pupils  should  have  special  attention  and  their  cases  carefully  di¬ 
agnosed. 

SCOPE:  2B :  1.  Blackboard  work  for  sentence  reading  and  word  groups, 

word  study  and  phonics.  Directions  for  games,  etc. 

2.  First  readers,  chosen  from  supplementary  lists  are  re¬ 

commended  for  the  first  three  weeks  of  school. 

3.  Second  Readers :  Merrill  complete ;  Supplementary, 

chosen  from  list  provided. 

4.  Continue  phonics  and  word  study  as  suggested  in  Mer¬ 

rill  Manual. 


2A : 


1.  Same  as  B  Class. 

2.  Second  Readers :  Complete  Holton  Curry ;  Supplemen¬ 

tary  chosen  from  list  provided. 

3.  Word  study  and  phonics  continued. 


METHOD  :  Merrill :  See  First  Grade ;  stimulate  motives,  and  develop  in¬ 
terest  in  reading.  Continue  phonic  work  of  First  Grade  .  Pave 
the  way  by  sufficient  word,  phrase  and  sentence  drill  to  in¬ 
sure  smoothness,  facility  and  ease  of  reading.  For  excellent 
detailed  suggestions  on  method  see  Baltimore  County  Course  of 
Study,  pp.  15-16.  Emphasis  upon  readfng  phrases  and  word 
groups.  Eye  training  for  rapid  reading. 


REFERENCES : 


Baltimore  County  Course,  pp.  11-16.  Very  suggestive. 

Briggs  &  Coffman :  Reading  in  Public  Schools. 

Klapper :  Teaching  Children  to  Read. 

Freeman:  The  Psychology  of  the  Common  Branches,  Ch.  IV. 
McMurry :  Special  Method  in  Primary  Reading. 

Huey:  The  Psychology  and  Pedagogy  of  Reading. 

Judd:  Readings  Its  Nature  and  Development,  July  1918. 
Judd:  The  St.  Louis  Survey. 

LITERATURE  AND  LANGUAGE 


TIME:  110  minutes  per  week.  See  special  time  allotment  schedule. 

AIMS :  Practically  the  same  as  First  Grade.  Stories  previously  learned 
should  be  retold  in  this  grade.  Favorite  stories  should  be  drama¬ 
tized  to  develop  the  most  genuine  thought  and  feeling.  Great  care 
should  be  taken  to  develop  and  preserve  a  genuine  and  sincere  re¬ 
sponse  to  the  appeals  of  poem  and  story.  A  real  classic  gains  in 
value  and  influence  by  repeated  study. 

SCOPE:  Literature — See  Graded  List  of  “Stories  and  Poems  by  Months”. 
Requirements  same  as  for  First  Grade. 

Language — Second  Grade  assignment  in  Sheridan’s  “Speaking 
and  Writing  English.” 


18  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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METHOD:  Many  of  the  stories  and  poems  learned  in  First  Grade  should  be 
read  in  thq.  Second  Year.  The  same  general  method  needs  to 
be  continued.  As  in  First  Grade,  the  stories  and  poems  should 
be  developed  with  graphic  and  dramatic  illustration.  Short 
stories  are  best  for  training  in  oral  expression.  Poems  are 
best  memorized  as  a  result  of  the  child’s  appreciation  of  the 
thought  and  rhythmic  form.  Specific  attention  should  be 
given  to  the  unit  of  thought  as  a  basis  of  memorizing.  Natural 
expression  should  be  the  aim  of  the  oral  work.  For  special 
methods  see  references. 

REFERENCES : 

McClintock :  Literature  in  the  Elementary  School. 

Gesell :  The  Normal  Child  and  Primary  Education,  Chap.  14. 

Bryant:  How  to  Tell  Stories  to  Children. 

Bryant:  Stories  to  Tell  to  Children. 

Baltimore  County  Course  of  Study,  pp.  41-45;  95-98. 

Lyman:  Story  Telling. 

Cooley:  Language  Teaching  in  the  Grades. 

Klapper:  Teaching  of  English.  - 

WRITING 


TIME:  75  minutes  per  week. 

METHOD :  Economy  System  of  Writing.  Follow  directions  in  Teachers’ 
Manual.  Give  particular  attention  to  movement  exercises  and 
watch  for  bad  habits  in  seat  work.  Stimulate  interest  and 
desire  for  good  writing.  Follow  Manual  for  Teachers. 

NUMBERS 

TIME:  20  minutes  per  day  classwork;  20  minutes  seat  work..  In  some 
cases  may  be  15  minutes  per  day  classwork  and  15  minutes  seat 
work. 

AIMS:  1.  To  make  automatic  the  forty-five  primary  number  facts  of  ad¬ 
dition,  and  the  corresponding  eighty-one  subtraction  facts. 

2.  To  develop  some  skill  in  calling  the  sum  of  any  two-figured 

number  added  to  a  one-figured  number. 

3.  To  develop  some  ability  in  adding  three  or  four  one-figured 

numbers. 

Compared  with  these  three  aims,  the  other  arithmetic  work  of  this 
year  is  of  minor  importance. 

SCOPE:  2B  :  1.  Reading  and  writing  number  100  to  200. 

2.  Counting  by  2’s,  5’s,  and  10’s  to  100. 

3.  Combinations  addition  and  subtraction  facts  to  15  made 

automatic;  their  extension  seen,  as  3+2=5;  13+2=15. 

4.  Roman  Numerals  I  to  XX. 

5.  Recognition  and  construction  of  circle,  square,  rectangle 

and  triangle. 

6.  Develop  and  learn  tables  of  2’s,  3’s,  5  s  and  10s. 
Fundamentals  of  Arithmetic  to  Ex.  20. 

2A :  1.  Combinations  continued  through  20. 

2.  Reading  numbers. 

3.  Use  of  halves,  quarters,  eighths  of  an  inch. 

4.  Standards:  Gill,  pint,  qt.,  gal.;  oz.,  lb.;  etc. 

5.  Review  tables  2’s,  3’s,  5’s,  and  10’s. 

Complete  Fundamentals  of  Arithmetic,  II. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  19 

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METHOD :  Fundamentals  of  Arithmetic  II.  See  Course  in  Aritmmetic. 
REFERENCES : 

Baltimore  County  Course  of  Study ,  pp.  250-252;  261-267. 

Smith  :  Arithmetic  for  Primary  Grades. 

Waldo  &  Harrison:  First  Journeys  in  Numberland. 

Stone-Millis  :  Primary  Arithmetic  Method. 

Suzzallo :  The  Teaching  of  Primary  Arithmetic. 

Stone:  The  Teaching  of  Arithmetic. 

Klapper :  The  Teaching  of  Arithmetic. 

Wentworth-Smith :  Work  and  Play  with  Numbers. 

NATURE  STUDY 

TIME:  30  minutes  per  week. 

Nature  Study  work  in  Second  Grade  does  not  differ  materially  from  First 
Grade  work,  and  should  be  a  continuation  and  extension  of  it.  Cultiva¬ 
tion  and  observation  of  plants  at  school  and  at  home.  Continued  study 
of  trees,  birds,  insects,  and  flowers  in  the  neighborhood.  Keep  an  aquaria 
if  possible.  Study  common  minerals  and  stones  used  for  building  pur¬ 
poses.  Weather  conditions  and  seasonal  changes.  For  excellent  pro¬ 
jects,  see  Baltimore  County  Course  of  Study,  pp.  218-221.  Follow  de¬ 
tailed  Course  of  Study.  Direct  obersvations  through  field  excursions 
and  the  study  of  specimens  in  the  school  room  are  necessary  for  sat¬ 
isfactory  results. 

HEALTH  AND  HYGIENE 

TIME :  30  minutes  per  week.  Correlated  with  Physical  Education. 

The  work  follows  the  same  general  direction  of  the  First  Grade.  It  should 
center  around  personal  hygiene  and  health  habits.  Exercises  and  re¬ 
quirements  for  training  in  habits  of  personal  care  and  health  are  most 
important.  Follow  special  outline.  Use  incidental  and  accidental  occa¬ 
sions  to  vitalize  this  work.  Correlate  with  Nature  Study,  Physical  Edu¬ 
cation  and  Home  Life.  Two  lessons  per  week. 

PHYSICAL  EDUCATION 

TIME :  60  minutes  per  week. 

Second  Grade  work  is  practically  the  same  as  the  First  Grade,  since  the  in¬ 
terests  of  the  children  are  the  same,  but  their  developed  sense  of  rhythm 
and  muscle  co-ordination  makes  it  possible  to  perfect  former  results. 
More  advanced  story  plays  are  given ;  new  song  and  rhythmic  plays,  and 
new  games  tend  to  keep  up  the  interest. 

Continuous  effort  is  made  to  maintain  the  natural  erect  posture  of  a  child 
and  his  natural  spontaneity. 

Follow  outlines  prepared  by  Supervisor  of  Physical  Education. 
REFERENCES : 

Bancroft ;  Games. 

Clark:  Physical  Training  for  Elementary  Schools. 

Hyde :  Rhythms  for  the  Kindergarten. 

Crawford  and  Fogg:  Rhythms  of  Childhood. 

Burchenal :  Folk  Dancing. 


20 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


INDUSTRIAL  WORK  AND  HISTORY 

TIME :  90  minutes  per  week. 

First  Semester:  Primitive  Life — Later  Cave  Men. 

Text:  “ Later  Cave  Men ”,  Katherine  Dopp. 

A.  Subject  Matter:  Food — kinds,  sources,  aids  in  getting  food,  how 

eaten ;  clothing — skins,  how  tooled,  ornaments  of  trophies ;  shel¬ 
ter — caves,  tent  huts. 

B.  Projects:  Paper  cutting — characters  and  animals  in  story;  Clay — 

animals,  caves ;  Sandtable — homes  of  later  cave  men;  Making  wea¬ 
pons  and  utensils — bone  needles,  stone  hammers,  gourd  cups,  har¬ 
poons,  rush  mats ;  Dramatize  story  of  Later  Cave  Men. 

Second  Semester:  Primitive  Life — Eskimo. 

Text:  “Story  of  Agoonack”,  Jane  Andrews. 

A.  Subject  Matter:  Food — kind,  sources,  how  obtained,  how  eaten; 

clothing — skins,  furs,  ornaments  ;  shelter — Igloo,  ice  house,  tupec ; 
Education — gained  by  observation  and  tradition. 

B.  Projects:  Paper  cutting  and  folding — Eskimo  boat,  sled,  tent;  Clay — 

Arctic  animals,  ice  house ;  Sandtable — Eskimo  village ;  Outdoor 
work — Eskimo  village  in  snow ;  Dramatize  story  of  Agoonack. 

Primitive  Life — American  Indian.  Text:  “Hiawatha  Reader ” 

A.  Subject  Matter:  Food — kinds,  sources,  aids  in  getting  food,  per- 

paration,  how  eaten ;  Clothing — materials,  decoration,  how  made ; 
Shelter — Teepee  or  wigwam,  thatching  house  covered  with  grass, 
pueblo  or  clay  hut ;  Education — by  instruction — ceremonies,  music, 
dancing,  use  of  weapons,  by  observation — wood  lore,  movements  of 
herds,  by  experiments — dyeing,  basketry,  pottery,  uses  of  herbs  for 
medicine. 

B.  Projects:  Paper  cutting  and  construction — canoe,  wigwam,  Indians 

in  action,  animals ;  Clay — animals,  Indian  beads,  and  pottery ;  Sand¬ 
table — Indian  village,  land  of  Hiawatha ;  Making  weapons  and 
utensils — bow  and  arrow,  spear,  harpoon,  sling,  mortar  and  pestle; 
Dramatize  story  of  Hiawatha. 

Follow  detailed  outlines  prepared  by  Supervisor. 

FINE  ARTS 

New  forms  learned  (blackboard  work  or  cutting)  ;  Indian,  wigwam,  canoe, 
Eskimo,  soldier  and  sailor,  action  of  shooting  arrow  and  gun ;  Illustra¬ 
tions  from  stories  of  cave  men,  Indians  and  Eskimos ;  street  scenes  and 
patriotic  processions ;  printing,  color  study,  rhythmic  arrangement  of 
printed  borders;  cutting  of  units  of  design  and  arranging  in  borders; 
bird  booklet. 

Art  Appreciation — animal  and  child  masterpieces. 

MUSIC 

TIME:  60  minutes  per  week. 

AIMS:  Same  as  Grade  One. 

MATERIAL:  Progressive  Book  One.  Songs  of  the  Child  World  by  Gaynor 
and  Riley.  Miessner’s  Art  Song  Cycles.  Alys  Bentley’s 
Song  Premier. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  21 

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METHOD :  Rote  songs  continued.  Attention  to  seating  and  monotones. 
Voice  and  ear  training. 

Steps  in  ear  training: 

1.  Review  syllable  verses  to  first  five  chapters  of  Progres¬ 

sive  Book  One. 

2.  Observation  of  motives  from  these  syllable  verses. 

3.  Definite  drill  on  motives.  Teacher  sings  motives  with  a 

neutral  syllable,  children  respond  with  so-fa  syllable. 

Steps  in  Eye  training: 

1.  Presentation  of  familiar  songs  in  staff  notations  on  black¬ 

board.  Songs  from  Chap.  I,  II,  and  III.  Progressive 
Book  One. 

2.  Same  from  printed  page.  Books  in  hands  of  children. 

3.  Visualization  of  same  motives  that  were  recognized  through 

the  ear  in  No.  2  of  “Steps  in  Ear  Training.” 

4.  Recognition  of  same  motives  in  notation  of  new  song  ma¬ 

terial  in  Chapters  6  and  7,  Progressive  Book  One. 

VICTROLA  WORK:  Aims  same  as  in  Grade  One. 

SPECIAL  TO  TEACHERS:  Follow  special  outline  given  by  the  Music 
Supervisor. 


NOTES  AND  MEMORANDA 


22  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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Outline  of  Work  for  Third  Grade 


READING 

TIME:  200  minutes  per  week.  Class-work  and  study  periods  20  minutes. 

AIMS:  See  First  and  Second  Grades.  The  process  of  learning  to  read 
should  be  fairly  well  mastered  by  the  end  of  the  Third  Year.  There 
should  be  evidence  of  real  pleasure  in  reading  for  ideas  and  this 
enjoyment  should  be  kept  fresh  by  extended  use  of  interesting,  worth 
while  material,  together  with  such  aids  as  will  help  the  children  to 
become  almost  or  entirely  independent  readers.  By  the  Fourth 
Year  the  pupils  should  be  able  to  read  practically  anything  within 
their  range  of  ideas  and  experience.  Laggards  in  reading  should  be 
given  specific  diagnosis. 

SCOPE:  3B :  Review  Second  Reader,  using  supplementary  set.  Begin¬ 
ning  second  week,  start  Merrill  Third  Reader.  Complete 
during  semester  and  use  supplementary  reading  as  furnished. 

3A :  Holton-Curry  Third  Reader  completed.  Use  supplementary 
reading  as  furnished.  Emphasize  Home-Pleasure  reading. 
Read  extensively. 

METHOD :  Follow  Merrill  Method.  Confer  with  First  and  Second  Grade 
teachers  about  it.  Borrow  and  read  their  Manual.  Read  all 
of  Baltimore  Course  on  Third  Grade  work.  Special  attention 
needs  to  be  given  to  word  drills  for  recognition  and  speech 
control ;  to  the  reading  of  groups  of  words  rather  than  single 
words ;  to  rapid  silent  reading  for  thought.  Quality  of  voice 
and  clearness  of  speech  need  constant  attention. 

REFERENCES : 

Baltimore  County  Course  of  Study,  pp.  16-21.  Read  in  detail. 

Briggs  &  Coffman :  Reading  in  Public  Schools. 

Klapper:  Teaching  Children  to  Read. 

Freeman:  The  Psychology  of  the  Common  Branches. 

McMurry :  Special  Method  in  Primary  Reading. 

Huey:  The  Psychology  and  Pedagogy  of  Reading. 

Judd :  Readings  Its  Nature  and  Development,  July  1918. 

Judd:  The  St.  Louis  Survey. 

LITERATURE 

TIME:  140  minutes  per  week,  including  Language  work.  If  necessary, 

.  both  classes  together. 

AIMS:  The  work  of  the  Third  Grade  follows  naturally  the  ideals,  subject 
matter  and  methods  of  the  First  and  Second  Grades — extended 
and  modified  to  meet  the  growing  capacity  and  needs  of  Third 
Grade  pupils.  Fundamentally,  the  method  of  all  literature  is  the 
same.  Appreciation  of  form  and  content,  and  growth  in  command 
of  good  expression  is  the  end  sought.  The  work  should  correlate 
closely  with  Reading. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


23 


SCOPE:  See  graded  list  of  “Stories  and  Poems  by  Months”  for  Third 
Grade.  The  stories  used  in  this  grade  are  type  stories  of  Old 
Folk  Tales,  Modern  Fairy  Tales,  Fables,  and  Classic  Myths  which 
every  child  should  know.  The  minimum  and  maximum  require¬ 
ments  remain  the  same  as  for  the  First  and  Second  Grades. 

METHOD:  Longer  stories  and  poems  may  now  be  used.  Opportunities  for 
varied  and  effective  work  may  be  found  in : 

1.  Retelling  in  parts. 

2.  Retelling  in  complete  wholes. 

3.  Dramatizations. 

4.  Story  telling  for  simple  enjoyment. 

Various  School  activities  will  furnish  other  motives  for  this 
work. 

REFERENCES : 

McClintock :  Literature  in  the  Elementary  School. 

Gesell :  The  Normal  Child  and  Primary  Education. 

Bryant:  How  to  Tell  Stories  to  Children. 

Bryant:  Stories  to  Tell  to  Children. 

Baltimore  County  Course  of  Study,  pp.  45-49. 

Lyman:  Story  Telling. 

Cooley :  Language  T eaching  in  the  Grades. 

Klapper  :  Teaching  of  English. 

LANGUAGE 

Follow  the  same  general  lines  as  in  First  and  Second  Grades,  emphasis  being 
placed  upon  Oral  expression.  Begin  written  work.  Use  Third  Grade 
assignment  in  Sheridan’s  “Speaking  and  Writing  English”  for  points  to 
be  developed.  Keep  clearly  in  mind  the  importance  of  training  the  chil¬ 
dren  to  “think  through”  what  they  are  about  to  say.  Voice  control  for 
clear  articulation,  and  easy,  natural  tone  of  voice  needs  constant  at¬ 
tention.  The  Baltimore  County  Course  is  very  suggestive  on  these  points, 
pages  98-103. 

SPELLING 

TIME:  15  minutes  daily.  Both  classes  together. 

SCOPE:  Merrill  Speller,  Book  I.  Third  Grade  work.  Also  supplemen¬ 
tary  word  lists  from  other  subjects.  Special  attention  to  com¬ 
monly  mis-spelled  words. 

METHOD :  See  Baltimore  Course.  Intensive,  snappy  work.  See  Special 
Bulletin  to  Teachers. 

REFERENCES : 

Cook  &  O’Shea:  The  Child  and  His  Spelling. 

The  California  Speller. 

Baltimore  County  Course  of  Study. 

WRITING 

TIME:  15  minutes  daily.  Both  classes  together. 

METHOD:  Economy  Method  of  Writing.  Follow  suggestions  in  the 
Teachers’  Manual.  Watch  for  bad  habits  in  seat  work  which 
will  ruin  the  results  of  the  daily  writing  period  for  muscular 
control.  Insist  upon  the  writing  movement  in  all  seat  work. 
The  spirit,  enthusiasm,  and  watchfulness  of  the  teacher  will 
determine  very  largely  the  results  attained.  Eternal  vigilance 
is  the  price  of  successful  instruction  in  handwriting. 


24 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


ARITHMETIC 

TIME:  25  minute  periods  of  study  and  recitation.  May  be  20  minutes  in 
some  cases  if  permitted. 

SCOPE:  3B :  Review  work  of  Second  Grade.  Confer  with  Second  Grade 
teacher.  The  work  of  this  year  will  center  upon  the  mas¬ 
tery  of  the  89  combinations  (the  45  fundamental  combina¬ 
tions  taken  both  ways)  and  the  tables — especially  the  tables 
of  multiplication. 

No  regular  textbook  work.  Work  should  be  taken  from 
blackboard  and  mimeographed  copies.  A  primary  book  may 
be  used  under  special  directions.  Oral  work  and  the  black¬ 
board  will  secure  better  results.  A  full  discussion  of  this 
point  will  be  taken  up  in  a  teachers’  meeting  on  this  sub¬ 
ject. 

3A :  Wentworth-Smith  New  Elementary  Arithmetic  to  p.  141. 
Follow  the  Course  of  Study  in  Arithmetic. 

METHOD:  The  work  is  organized  arount  Counting,  Notation,  Fundamen¬ 
tal  Operations,  Practical  Measurements,  and  Simple  Concrete 
Problems. 

Note — From  one-half  to  two-thirds  of  the  number  work  of  this  year 
should  be  oral.  Here  is  where  drill  work  in  counting  by  digits  in  series  and 
drill  for  fixing  fundamental  operations  should  continue  until  the  results  are 
automatic.  The  master  of  combinations  and  tables  is  the  thing  for  emphasis. 

REFERENCES : 

McMurry :  Special  Method,  Chapter  III. 

Walsh  :  Methods  in  'Arithmetic,  Part  I  and  II. 

Suzzallo :  The  Teaching  of  Primary  Arithmetic — All. 

Brown  &  Coffman:  How  to  Teach  Aritmmetic,  pp.  1-171. 

Charters:  Teaching  the  Common  Branches,  Chap.  XII. 

Stone:  The  Teaching  of  Arithmetic. 

Klapper :  The  Teaching  of  Arithmetic. 

GEOGRAPHY 

TIME:  Two  25  minutes  periods  per  week. 

SCOPE:  Home  Geography  and  Child-Life  in  other  Lands. 

AIMS :  The  purpose  of  geography  in  the  Third  Grade  is  to  acquaint  the 
child  with  his  environment  and  to  give  him  definite  ideas  of  peo¬ 
ple  living  about  him ;  of  their  food,  clothing,  homes  and  occupations ; 
and  through  this  knowledge,  to  teach  him  about  “People  of  Other 
Lands”  by  comparison.  The  foundation  for  map  making  and  in¬ 
terpretation  is  gained  through  the  study  and  representation  of  the 
immediate  vicinity.  Facts  about  life,  labor  and  government  are 
taught  which  will  prepare  for  later  geography  and  history  work. 

Note — Read  Introduction  to  Third  Grade  Geography,  Baltimore  County 
Course  of  Study,  pp.  153-154.  Very  suggestive. 

METHOD :  Oral  and  experiential.  Much  supplementary  reading. 
REFERENCES : 

Baltimore  Course  of  Study,  pp.  153-163. 

Grand  Rapids  Survey. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


25 


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The  St.  Louis  Survey. 

San  Antonio  Survey. 

Bobbitt:  What  the  Schools  Teach  and  Might  Teach. 

Holtz:  The  Teaching  of  Geography. 

NATURE  STUDY 

Close  correlation  with  Home  Geography ;  work  of  First  and  Second  Grades 
extended.  Cultivation  and  study  of  the  products  of  the  home  and  school 
garden;  study  of  birds,  trees,  shrubs  and  vines;  native  berries,  fruits  and 
nuts ;  extension  of  the  zone  of  plants  and  animals  to  include  all  native 
sources  of  food,  clothing  and  shelter. 

Seasonal  changes  and  weather  conditions.  Other  interesting  phenomena. 
Follow  detailed  outlines  in  Course  of  Study. 

Refer  also  to  Baltimore  County  Course,  pp.  221-226  for  stimulating 
suggestions. 

HISTORY 

TIME:  Three  25  minute  periods  per  week. 

SCOPE:  The  work  of  the  First  and  Second  Grades  carried  on  and  elabo¬ 
rated.  Emphasis  should  be  placed  on  study  of  primitive  and 
pioneer  life,  i.  e.,  how  they  lived,  how  they  enjoyed  themselves, 
what  their  problems  were,  their  difficulties,  etc. 

Hero  stories  of  other  times  may  well  be  given  in  this  grade,  as  : 

a.  Bible  stories :  Abraham,  Jacob,  Joseph,  Moses,  Daniel, 

David. 

b.  European:  William  Tell,  Alfred,  Robert  Bruce,  Col¬ 

umbus. 

c.  Stories  of  Greece  and  Rome : 

1.  Myths  and  Legends. 

2.  Romulus  and  Remus. 

Local  history  and  local  pioneers  should  have  a  place  in  this  grade. 
Begin  with  Monmouth  and  work  out  into  Warren  County  and  the 
State  of  Illinois. 

METHOD :  Oral  and  dramatic.  Relive  as  much  as  possible,  correlate  with 
Reading,  Literature,  etc. 

REFERENCES : 

Baltimore  Course.  Read  carefully  all  the  outline  on  this  work. 

PHYSIOLOGY,  HEALTH  AND  HYGIENE 

TIME:  30  minutes  per  week;  two  lessons. 

Third  Grade  pupils  may  be  interested  in  simple  lessons  in  physiology,  such 
as  Breathing,  Diet,  etc.  Lessons  in  personal  hygiene  and  community 
health  should  be  continued  from  First  and  Second  Grades,  and  extended. 
Teach  what  children  may  do  to  help  control  contagious  diseases.  Con¬ 
tinue  the  use  of  incidental  and  accidental  lessons.  Emphasize  (1)  Clean¬ 
liness,  (2)  Fresh  air  and  sunshine,  (3)  Play  and  exercises,  (4)  Food  and 
drink,  (5)  Sleep,  (6)  Posture. 

Simple  problems  furnish  one  of  the  best  ways  to  motivate  the  work — e  g. : 

1.  How  to  brush  my  teeth. 

2.  What  tight  shoes  will  do  to  the  feet. 

3.  Why  we  should  be  careful  in  sneezing  and  coughing 

Follow  special  outline. 


26  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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PHYSICAL  EDUCATION 

TIME :  60  minutes  per  week. 

The  Third  Grade  is  the  turning  point  in  Physical  Training,  from  informal  to 
more  formal  work.  Very  simple  formal  calisthenics  are  given. 
Marching,  though  simple,  is  done  to  command  with  attention  paid  to  di¬ 
rection. 

Rhythmic  plays  are  prompted  by  the  natural  love  of  action  and  rhythm.  The 
movements  require  a  little  more  co-ordination  of  mind  and  body  than 
those  of  the  first  two  grades,  but  are  not  so  difficult  as  to  detract  from 
the  fun  of  doing. 

Posture  tests  are  started.  They  act  as  a  stimulus  to  good  posture  standing 
sitting,  walking,  and  exercising.  Corrective  work  is  given  where  neces¬ 
sary.  Health  and  Hygiene  are  a  part  of  these  tests. 

Games  are  simple  and  unorganized  but  vary  from  the  circle  type  so  popular 
in  the  first  two  grades. 

INDUSTRIAL  WORK  AND  HISTORY 

TIME:  60  minutes  per  week. 

First  .Semester  :  American  Life  in  Colonial  Days. 

Teacher’s  Text:  Earle:  “Home  Life  in  Colonial  Days”. 

A.  Food :  Kinds — game,  seafood,  other  meats,  cereals,  wild  fruits, 
vegetables,  sweetening,  drinks,  etc.;  preparation  of  food;  serving  of 
food. 

Projects — collecting  Colonial  relics,  making  gourd  cups,  dramatizing 
the  first  Thanksgiving  feast,  each  pupil  being  responsible  for  some 
part  of  the  camouflage  dinner. 

B.  Clothing:  Wool — -sheep-raising,  sheep  shearing,  carding,  spinning, 
dyeing,  weaving ;  Flax — cultivating,  hatchelling,  spinning,  weaving ; 
Style  of  clothing. 

Projects — mounting  wool  products  in  different  stages  from  fleece  to 
cloth,  collecting  carders,  spinning  wheels,  etc.,  weaving  rugs. 

Second  Semester: 

A.  Shelter :  Kinds — log  cabin,  board  house,  etc. ;  General  characteristics 
of  Colonial  homes ;  lighting,  candles,  whale  oil  lamps,  method  of  ob¬ 
taining  fire. 

Projects — making  log  cabin  of  sticks  and  clay,  constructing  the  in¬ 
terior  of  a  Colonial  home. 

B.  Education :  Girls’  home  education — carding,  spinning,  weaving,  dye¬ 
ing,  laundrying,  dairying,  sewing,  quilting,  braiding  rugs,  knitting, 
embroidering,  dipping  candles,  making  brooms,  making  soap,  cook¬ 
ing,  gardening,  collecting  herbs,  etc ;  Boys’  home  education — making 
all  kinds  of  tools  and  implements  with  jack-knife,  felling  trees,  split¬ 
ting  rails,  building  houses,  barns  and  boats,  farming,  etc. 

Projects — Knitting  scarf,  braiding  or  weaving  rag  rug,  plaiting  corn 
husk  mat,  whittling  toys,  or  useful  articles. 

C.  Old  fashioned  gardens  (Spring  topic). 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


27 


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FINE  ARTS 


TIME:  60  minutes  per  week. 

Illustrations  in  water  color  of  Pilgrim  stories,  fairy  tales,  and  community 
activities;  stage  setting  for  Pilgrim  story;  patterns  for  units  of  design, 
arrangements  of  units  in  borders ;  color  study,  printing,  garden  posters ; 
designing  dresses  for  paper  dolls. 

Art  Appreciation — Famous  historical  pictures  of  Pilgrims  and  pictures  by 
Millet. 


MUSIC 


TIME:  60  minutes  per  week. 

AIMS  :  Strive  to  secure  more  artistic  expression,  also  a  more  beautiful  tone 
quality,  through  feeling  or  sensing  the  mood  of  the  song,  than  by 
any  mechanical  suggestion  of  loudness  or  softness. 

MATERIAL:  Progressive  Book  I.  Miessner’s  Art  Song  Cycles. 

METHOD :  Rote  Songs — Pages  13  to  142.  Steps  in  the  development  of 

Sight  singing: 

1.  Review  tonic  chord  motives  of  Chap.  I. 

2.  Review  diatonic  motives  of  Chap.  II. 

3.  Definite  drill  in  thirds  do-mi-re-fa,  etc. 

4.  Recognization  of  tonic  chord  position  by  key  signature. 

5.  Individual  sight  singing  from  49  to  113.  Progressive  Book 

I.  First  semester  study  odd  pages ;  second,  study  even 
pages  of  Progressive  Book  I. 

VICTROLA  WORK:  The  aims  are  the  same  as  Grade  One.  In  this  grade, 
taste  begins  to  form.  The  pupils  should  gradually  become  familiar 
with  many  tunes  and  be  able  to  sing  the  subject  phrase  which  identi¬ 
fies  the  selection ;  associate  folk  tunes  with  different  nations ;  learn 
names  of  different  kinds  of  music,  composers,  musical  terms,  etc. 


NOTES  AND  MEMORANDA 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 
. . . . »•» . . . . . . . . . . . . . . . . . . . . . . . 


Outline  of  Work  for  Fourth  Grade 


READING 

TIME:  50  minutes  per  day;  250  minutes  per  week. 

Class  work  25  minutes ;  seat  work  25  minutes  per  day. 

MMS:  See  aims  for  First,  Second  and  Third  Grades. 

Keep  in  mind  the  importance  of  making  reading  a  pleasure. 

The  main  work  of  the  Fourth  Grade  is  to  provide  such  material 
and  se.t- up  such  motives  that  reading  will  be  a  constant  enjoyment. 
Continuing  the  aims  of  previous  grades,  definite  gains  should  be 
evident  in 

a.  Rapid  and  accurate  interpretation  of  the  printed  page. 

b.  Pleasant,  natural  oral  expression.  * 

c.  Appreciation  of  good  literature. 

d.  Formation  of  good  habits  of  study. 

e.  Development  of  thinking  power. 

f.  Worthy  social  motives. 

One  of  the  chief  aims  should  be  to  teach  the  pupils  how  to  read  so 
as  to  grasp  the  meaning  most  economically. 

SCOPE:  4B :  Review  supplemenatry  third  reader,  if  set  is  available. 
Merrill  Fourth  Reader  to  be  completed. 

Use  supplementary  sets  provided. 

4A.  Holton-Curry  Fourth  Reader. 

Use  supplementary  reading  as  provided. 

Voluntary  or  Pleasure  reading  should  be  encouraged,  including 
assignments  in  books  on  history,  geography  and  nature,  as  well  as 
stories  for  enjoyment.  Endeavor  to  have  each  boy  and  girl 
read  at  least  two  wholesome  books  outside  of  school  work  during 
each  semester;  more  where  it  can  be  well  done. 

METHOD:  See  Klapper’s  “ Teaching  Children  to  Read”;  also  Baltimore 
County  Course  of  Study,  pp.  21-26.  While  rapid  silent  read¬ 
ing  for  ideas  should  have  a  large  place,  spirited  oral  reading 
must  be  also  carefully  continued.  Careful  attention  should  be 
given  to  the  setting  and  atmosphere  of  each  selection,  so  that 
the  reading  may  be  ready,  intelligent  and  spirited.  Word  study 
should  be  continued  as  needed.  Avoid  stiff,  monotonous,  per¬ 
functory  reading.  Emphasize  Home  or  Pleasure  reading  as 
recommended  in  the  Baltimore  County  Course,  pp.  27-34. 

REFERENCES : 

Baltimore  County  Course  of  Study. 

Briggs  &  Coffman :  Reading  in  Public  Schools. 

Klapper:  Teaching  Children  to  Read. 

Freeman:  The  Psychology  of  the  Common  Branches. 

McMurry :  Special  Method  in  Primary  Reading. 

Huey:  The  Psychology  and  Pedagogy  of  Reading. 

Judd:  Reading :  Its  Nature  and  Development,  July  1918 
Judd:  The  St.  Louis  Survey. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  29 


LITERATURE  AND  LANGUAGE 

TIME:  Three  periods  per  week;  150  minutes. 

SCOPE:  4B.  Miller-Kinkead,  Book  I,  pp.  1  to  40. 

Supplement  by  work  out  of  Sheridnan’s  “ Speaking  and  Writ¬ 
ing  English”,  as  assigned  for  Grade  Four. 

4A.  Miller-Kinkead,  Book  I,  pp.  40  to  80. 

While  much  of  the  reading  material  of  this  grade  is  of  literary 
character,  oral  work  in  literature  should  still  have  an  important 
place  in  the  program  of  studies.  By  this  grade,  each  child  should 
have  a  repertoire  of  at  least  a  dozen  good  stories  and  poems 
ready  for  use  upon  call  with  a  personal  claim  upon  each  one. 
Follow  the  list  of  “ Stories  and  Poems  by  Months”  for  Fourth 
Grade.  Read  the  Baltimore  County  Course,  pp.  49-54. 

For  the  technical  work  in  language,  use  Miller-Kinkead,  Book  I, 
and  Sheridan’s  “Speaking  and  Writing  English”,  Fourth  Grade 
assignment. 

METHOD —  Study  and  follow  Teachers’  Manual  for  Miller-Kinkead  text. 

The  author’s  point  of  view  is  very  important. 

Not  necessary  to  make  a  formal  lesson  out  of  each  textbook 
lesson.  Make  the  work  vital  and  of  practical  everyday  bene¬ 
fit.  All  topics  outlined  in  text  can  be  readily  learned  during 
the  semester.. 

REFERENCES : 

McClintock:  Literature  in  the  Elementary  School. 

Gesell :  The  Normal  Child  and  Primary  Education. 

Bryant:  How  to  Tell  Stories  to  Children. 

Bryant:  Stories  to  Tell  to  Children. 

Baltimore  County  Course  of  Study. 

Lyman:  Story  Telling. 

Cooley:  Language  Teaching  in  the  Grades. 

Klapper  :  Teaching  of  English. 

SPELLING 

TIME:  15  minutes  per  day;  75  minutes  per  week. 

SCOPE:  Merrill  Speller,  Book  I,  Fourth  Grade  work.  Make  up  lists  of 
words  commonly  misspelled.  Also  words  from  other  lessons. 

METHOD:  See  Baltimore  County  Course  of  Study,  pp.  141-144. 

WRITNG 

TIME:  15  minutes  per  day;  75  minutes  per  week. 

METHOD:  Economy  Method  of  Writing.  Look  well  to  movement.  Fix 
the  habit  through  practice  and  insist  upon  the  writing  move¬ 
ment  in  all  seat  work.  Accept  no  written  work  which  does 
not  exemplify  the  standard  which  the  pupil  can  attain.  The 
teacher  must  set  the  example.  Her  writing  upon  the  black¬ 
board  should  be  accurate,  well  spaced,  and  exactly  according 
to  the  system  in  use.  See  Teachers'  Manual;  also  special  Bulle¬ 
tin  to  Teachers.  “The  teacher  must  be  continually  on  guard 
lest  the  instruction  so  carefully  given  during  the  writing  per- 


30  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


iod  be  unheeded  and  forgotten  during  the  other  written  work 
of  the  day.  Eternal  vigilance  is  the  price  of  successful  in¬ 
struction  in  handwriting.” 

ARITHMETIC 

TIME:  50  minutes  per  day;  250  minutes  per  week. 

Classwork  25  minutes;  seat  work  25  minutes. 

AIMS:  1.  To  develop  accuracy  and  reasonable  rapidity  in  handling  the 
mechanics  of  Arithmetic  in  the  four  fundamental  processes. 
2.  To  teach  long  multiplication  and  long  division,  using  multipliers 
and  divisors  of  two  or  three  figures. 

SCOPE:  4B:  Review  all  fundamental  operations.  Wentworth-Smith  New 
Elementary  Arithmetic,  pp.  141-181. 

Supplement  with  timely  local  problems. 

4A:  Review  essentials  of  4B  work.  Complete  text.  Omit  p.  215. 
Make  up  good  timely  problem  lists. 

METHOD :  Follow  methods  outlined  by  Arithmetic  Committee  in  new 
course.  Snappy  oral  work  should  have  a  large  place  in  this 
work.  Make  arithmetic  count  in  everyday  life. 

REFERENCES : 

McMurry :  Special  Method. 

Walsh:  Methods  in  Arithmetic. 

Suzzallo :  The  Teaching  of  Primary  Arithmetic. 

Brown  &  Coffman:  How  to  Teach  Arithmetic. 

Charters:  Teaching  the  Common  Branches. 

Stone:  The  Teaching  of  Arithmetic. 

Klapper :  The  Teaching  of  Arithmetic. 

HISTORY 

TIME:  Two  days  per  week;  100  minutes.  25  minutes  class  work;  25  min¬ 
utes  seat  work.  Take  an  extra  day  occasionally  from  reading 
and-geographv. 

SCOPE:  The  work  of  this  grade  may  well  begin  with  a  study  of  local 
pioneers  and  their  history,  covering  such  topics  as :  Who  they 
were? — Names  of  families;  why  they  came  here?  what  they  found 
here  ? ;  what  they  did  here  ? ;  How  Monmouth  came  to  be  here,  etc. 
These  topics  will  suggest  many  others  for  city,  county  and  state. 
In  this  grade  there  is  available  some  excellent  material  on  “Stories 
of  Early  American  History,  covering  American  History  to  the 
close  of  the  war  for  Independence.  Following  the  study  of  local 
history,  this  work  will  be  taken  up,  using  Gordy’s  “Stories  of 
Early  American  History”  as  the  text.  This  text  will  be  supple¬ 
mented  by  others — Biographical  Stories,  Stories  of  Colonial  Life, 
etc. 

4B  :  Gordy’s  “Stories  of  Early  American  History”,  pp.  1-70. 

Supplemented  by  other  stories  and  by  local  history. 

4A :  Gordy’s  “Stories  of  Early  American  History”,  pp.  70  to 
end  of  book.  Supplement  by  other  stories  and  local  history. 

-Note:  Stories  of  Illinois  history  are  of  especial  value.  Use  as  many 
as  possible.  Combine  classes  for  this  work  and  for  local  history  and  stories 
of  local  pioneers. 

METHOD:  See  Baltimore  County  Course  of  Study.  Much  oral  work. 
Emphasize  Industrial  and  Social  development. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  31 

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GEOGRAPHY 

TIME:  Class  work,  25  minutes  per  day;  125  minutes  per  week. 

Study  periods — 4B :  Minimum  three  25  minute  periods  per  week. 

4A :  25  minutes  per  day. 

Total :  200  to  250  minutes  per  week. 

CONTROLLING  PURPOSE: 

There  are  two  leading  motives  in  Fourth  Grade  Geography : 
(l)Home  Geography,  based  upon  local  environment  and  its  related 
industries ;  (2)  Introduction  to  World  Geography,  based  upon  the 
types  of  Home  Geography  extended  to  world  views  by  the  study  of 
pictures,  personal  experiences,  descriptions  and  stories  of  other  lands, 
and  including  a  simple,  untechnical  study  of  the  general  facts  about 
the  earth.  The  controlling  purpose  is  to  furnish  the  child  with  the 
background  of  experience  and  information  necessary  to  the  proper 
setting  of  the  picture  of  the  earth-home  of  man  as  developed  in 
subsequent  grades. 

“The  study  of  Home  Geography  has  become  general  in  the  first  half  of 
the  fourth  grade  in  the  schools  of  this  country.  This  is  followed  by  a  survey 
of  the  world  with  special  emphasis  upon  North  America  and  the  United  States. 
This  plan  of  procedure  seems  to  be  not  only  an  established  custom  but  a  wise 
one.  An  understanding  of  remote  situations  depends  upon  a  knowledge  of 
the  concrete  situation  near  at  hand.  On  the  other  hand,  a  study  of  the  world 
as  a  whole  and  of  the  geographical  conditions  and  the  life  in  different  parts 
of  it,  throws  light  upon  and  stimulates  an  interest  in  one’s  own  surroundings.” 

— Home  Life  Around  the  World :  Mirick  &  Holmes  (1918) 

ASSIGNMENTS: 

4B  :  Tarr  &  McMurry,  First  Book,  pp.  1-86. 

4A :  Tarr  &  McMurry,  First  Book,  pp.  86-100. 

Supplementary  material  as  provided. 

METHOD  :  Follow  detailed  course  of  study  in  Geography.  Keep  in  mind 
to  make  this  work  as  practical  and  experiential  as  possible. 
Avoid  formal  textbook  study.  Set  up  problems.  Use  much 
local  data. 

NATURE  STUDY 

TIME:  40  minutes  per  week.  Two  twenty-minute  periods  per  week. 

Special  outline  furnished.  Correlate  closely  with  Geography,  and 
Health  and  Hygiene.  Specific  nature  problems  suggested  by  the 
local  environment  furnish  the  best  organization  for  work  in  this 
grade — as  The  Garden,  The  Lawn,  Pond  Life,  Our  Window  Box, 
►  etc.  The  work  should  be  based  upon  Observation ,  Experiment  and 

Discussion. 

PHYSIOLOGY  AND  HYGIENE 

TIME:  40  minutes  per  week;  two  periods. 

Continuing  the  work  in  health  and  personal  hygiene  from  previous 
grades,  Oral  lessons  in  physiology  should  be  taught  in  this  grade. 
No  textbook  is  needed,  excepting  for  the  teacher  as  a  guide  for  her 


32 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


work.  Lessons  on  personal  hygiene  will  need  increased  care  in 
this  grade.  Enforce  habits  started  in  previous  grades,  and  add 
simple  lessons  on  such  topics  as  the  necessity  of  frequent  and  reg¬ 
ular  bathing,  the  use  of  the  handkerchief ;  care  of  the  teeth,  care 
of  the  hair — brushing,  shampooing,  arrangement ;  care  of  nails,  of 
clothing,  etc.  Talks  on  first  aid.  Correlate  closely  with  Physical 
Training. 

PHYSICAL  EDUCATION 

TIME:  60  minutes  per  week. 

Fourth  Grade  Physical  Training  is  a  continuation  of  third  grade  work.  It 
is  organized  into  three  divisions :  formal  work ,  rhythmic  plays,  and 
games. 

Formal  work  includes  marching,  posture  tests,  and  calisthenics.  Third  Grade 
training  makes  it  possible  for  this  work  to  be  more  perfect  and  slightly 
more  advanced. 

Rhythmic  plays  require  more  co-ordination  and  skill  but  are  still  comparative¬ 
ly  simple. 

Games  are  of  the  simple  organized  type.  Groups  are  encouraged  to  play 
together  without  supervision.  Any  ball  game,  relay  races,  and  games 
of  competition  are  very  popular. 

INDUSTRIAL  WORK  AND  HISTORY 

TIME:  60  minutes  per  week. 

First  Semester:  Industrial  Life  Following  the  Industrial  Revolution. 
References — 

“The  Farmer  and  His  Friends” — Tappan. 

‘‘How  the  World  is  Fed” — Carpenter. 

“How  We  Are  Fed” — Chamberlain. 

A.  Subject  Matter:  Food — Bread:  growing  and  harvesting  wheat,  mill¬ 
ing,  bread-making;  Milk  products — care  of  cows  and  milk,  making  of 
butter  and  cheese ;  canned  fruits  and  vegetables,  home  canning,  fac¬ 
tory  ;  Meats — care  of  cattle,  work  of  packing  houses,  cold  storage ; 
Sugar — raising  sugar  cane,  sugar  beets,  milling,  refining,  sources  of 
supply.  Clothing :  Inventions  which  brought  about  the  Industrial 
Revolution:  cotton-gin,  spinning-jenny,  carding  machine,  power 
loom,  knitting  machine. 

Shelter:  Architecture  of  today:  Heating,  ventilation,  lighting  and 
plumbing. 

B.  Projects.  Visiting  a  dairy,  bakery  and  meat  market;  Dramatizing 
a  Thanksgiving  dinner,  comparing  service  with  service  in  Colonial 
times;  Darning  stockings  and  sewing  on  buttons.  (Class  lesson). 

Second  Semester  :  Industries  of  Monmouth. 

A.  Subject  Matter:  Pottery — clay  (where  obtained),  moulding,  glaz¬ 
ing,  drying,  firing,  storing,  shipping. 

B.  Plow  Factory:  Parts — handles,  beam,  plowshare,  etc.,  kinds  of  plows; 
materials  used  in  manufacture. 

C.  Projects:  Clay — designing  and  decorating  a  tile,  a  vase  or  bowl. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  33 

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FINE  ARTS 

TIME:  60  minutes  per  week. 

Painting  of  simple  flowers,  painting  of  characteristic  landscapes,  represent¬ 
ing  the  seasons ;  color  theory  and  application ;  story  telling  units  of  de¬ 
sign,  designs  for  vases  and  tiles,  straight  line  designs,  designs  for  school 
clothes  for  paper  dolls ;  printing,  health  posters. 

Art  appreciation — Story  telling,  pictures  of  heroes. 

MUSIC 


TIME:  60  minutes  per  week. 

AIMS:  To  establish  the  habit  of  tapping  time;  to  secure  better  interpreta¬ 
tion  of  the  songs ;  strive  to  become  leaders.  More  independence  on 
part  of  each  pupil. 

MATERIAL :  Progressive  Book  II.  Miessner’s  Song  Cycles. 

METHOD :  Steps  in  the  development  of  a  Fourth  Grade  problem : 

1.  Choose  a  familiar  song  containing  the  problem. 

2.  Pick  out  the  problem  and  name. 

3.  Isolate  problem  and  drill  on  same. 

4.  Apply  to  a  new  song  containing  the  problem. 

Problems  developed  in  the  order  they  come  in  Book  II. 

VICTROLA  WORK:  To  store  the  child’s  mind  with  beautiful  melodies. 

To  lay  the  foundation  for  that  artistic  enjoyment  which  will  last 
through  life.  Correlate  the  “listening  lesson”  with  language  and 
history. 


NOTES  AND  MEMORANDA 


34  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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Outline  of  Work  for  Fifth  Grade 


READING,  WORD  STUDY  AND  LITERATURE 

TIME:  Four  days  per  week,  200  minutes,  supplemented  by  Home  or  Library 
Reading  for  pleasure  of  at  least  one  hour  per  week.  Literature 
may  divide  the  week  with  History  as  follows :  Four  periods  of 
Reading  and  Literature;  one  period  of  History.  Occasionally  one 
extra  period  of  History. 

Class  work  25  minutes ;  seat  work  25  minutes.  50  minutes  per  day. 

AIMS :  Read  Aims  for  previous  grades.  Also  Baltimore  County  Course, 
pp.  55-59;  68-70.  Very  important.  Fifth  Grade  pupils  should  be 
independent  readers,  and  should  be  interested  in  a  wide  variety  of 
reading  matter.  They  should  show  individual  preferences  for  cer¬ 
tain  kinds  of  reading,  but  should  be  encouraged  and  required  to 
read  a  large  variety  and  quantity  of  material.  Rapid  silent  reading 
needs  a  large  place  on  the  program.  There  should  be  a  noticeable 
growth  in  desire  to  read,  in  economical  habits  of  reading,  and  in 
literary  appreciation. 

SCOPE:  5B :  Merrill  Fifth  Reader. 

5A.  Riverside  Fifth  Reader. 

Both  divisions  will  need  much  supplementary  material.  Complete 
list  of  all  available  material  will  be  furnished. 

NOTE  OF  IMPORTANCE 

In  addition  to  the  regular  supplementary  reading  material  furnished  in  sets  of 
school  readers  and  literary  readers,  there  is  need  for  books,  magazines,  and  papers  “which 
reveal  industry,  commerce,  transportation,  mining,  agriculture,  etc.,  as  these  exist  in 
various  parts  of  the  world.  They  need  well-written  geographical  materials,  travels, 
lives  of  peoples  in  other  lands,  etc.,  for  giving  vision  of  the  current  world.  They  need 
historical  readings,  biography,  stories  of  great  men,  *  *  *  *  Stories  of  inventions 
and  of  the  application  of  science  to  human  problems.  They  need  readings  that  will 
reveal  the  nature  of  family  life,  religious  life,  recreations,  general  mode  of  living,  etc., 
in  the  various  important  countries  of  the  world.” — Denver  Survey,  Part  II.,  p.  9. 

In  addition  to  needed  reading  material  of  a  literary  character, 
plans  are  under  way  to  furnish  a  suitable,  graded  supply  of  varied 
and  abundant  readings  concerning  industry,  commerce,  mining 
agriculture,  geographical  situations,  historical  events,  manners  and 
customs,  lives  of  people  in  various  lands,  inventions,  modern  sci 
ence,  etc. 

METHOD  :  Read  Baltimore  County  Course  carefully  for  this  grade.  Also 
the  references  which  follow.  Arrange  some  Home-Pleasure 
Reading.  Avoid  stiff,  perfunctory,  monotonous  reading.  Spe¬ 
cial  attention  should  be  given  to  the  development  of  rapid,  si¬ 
lent  reading  and  to  the  Home  and  Library  reading.  The  pro¬ 
gram  for  comprehensive  supplementary  reading  will  help  take 
care  of  the  mechanics  of  reading,  since  pupils  will  get  that 
fullness  and  variety  of  practice  needed  for  easy,  rapid  reading. 

Word  study  and  dictionary  work  should  be  continued  as 
needed. 

Occasional  written  reports  on  books  read,  both  required  and 
voluntary  should  be  handed  in.  A  definite  outline  after  the 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  35 

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model  on  p.  71  in  the  Baltimore  County  Course  should  be 
followed. 

REFERENCES  : 

Baltimore  County  Course,  pp.  55-72.  Very  suggestive. 

Briggs  &  Coffman:  Reading  in  Public  Schools. 

Klapper :  Teaching  Children  to  Read. 

Freeman:  The  Psychology  of  the  Common  Branches. 

Huey:  The  Psychology  and  Pedagogy  of  Reading. 

McClintock :  Literature  in  the  Elementary  School. 

Judd:  Reading :  Its  Nature  and  Development,  July  1918. 

Judd:  The  St.  Louis  Survey. 

literature,  language  and  composition 

TIME:  Minimum  of  three  separate  periods  per  week,  150  minutes. 

Class  work  25  minutes ;  seat  work  25  minutes. 

Correlate  with  History  and  Reading. 

AIMS :  See  Aims  in  previous  grades.  Also  Sheridan’s  “Speaking  and 
Writing  English”,  pp.  97-109.  Very  important.  Follow  closely. 
See  also  Baltimore  County  Course  of  Study,  pp.  110-124. 

SCOPE:  5B :  Miller-Kinkead,  pp.  80-134. 

5A :  Miller-Kinkead,  pp.  134-190. 

Use  Sheridan’s  “Speaking  and  Writing  English”  for  supplementary 
work  and  for  method  and  standards. 

METHOD :  Read  carefully  the  suggestions  in  the  Teachers’  Manual  for 
Miller-Kinkead  English,  Book  I.  Also  use  many  excellent 
suggestions  out  of  the  Baltimore  County  Course,  Grade  Five, 
Also  Sheridan’s  “Speaking  and  Writing  English”.  Make  the 
work  real,  vital  and  of  everyday  practical  use.  Avoid  formal 
perfuntory,  monotonous  work. 

REFERENCES : 

McClintock:  Literature  in  the  Elemenatry  School. 

Baltimore  County  Course  of  Study. 

Cooley:  Language  Teaching  in  the  Grades. 

Klapper:  Teaching  of  English. 

SPELLING 

TIME:  15  minutes  per  day;  75  minutes  per  week. 

SCOPE:  Merrill  Speller,  Fifth  Grade  work.  Make  up  lists  of  words  com¬ 
monly  mis-spelled.  Also  words  from  other  lessons. 

METHOD :  See  Baltimore  County  Course  of  Study,  pp.  145-515.  Drill 
thoroughly  on  commonly  misspelled  words.  Use  the  diction¬ 
ary  when  it  will  help  fix  words  or  build  vocabulary.  Each 
teacher  is  expected  to  be  familiar  with  Factors  Involved  in  the 
Study  of  Spelling,  Baltimore  County  Course,  pp.  146-151. 

WRITING 

TIME:  15  minutes  per  day;  75  minutes  per  week. 

METHOD :  Economy  Method  of  Writing.  Look  well  to  movement.  Fix 
the  habit  through  practice  and  insist  upon  the  writing  move- 


36  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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ment  in  all  seat  work.  Accept  no  written  work  which  does 
not  exemplify  the  standard  which  the  pupil  can  attain.  The 
teacher  must  set  the  pattern.  Her  writing  upon  the  black¬ 
board  should  be  accurate,  well  spaced,  and  exactly  according 
to  the  system  in  use.  See  Teachers’  Manual;  also  Special 
Bulletin  to  Teachers.  Study  pp.  318-328,  Baltimore  County 
Course  of  Study,  on  Handwriting  for  Grammar  Grades ;  also 
pp.  311-317. 


ARITHMETIC 

ARITHMETIC:  Five  periods  per  week;  250  minutes. 

Class  work,  25  minutes ;  seat  work,  25  minutes. 

SCOPE :  The  primary  aim  of  this  year  should  be  the  mastery  of  common 
fractions  and  an  introduction  to  elementary  decimals  through  three 
places  as  a  limit.  The  rate  of  progress  must  depend  upon  the 
child’s  mastery  of  the  fundamental  relations  and  his  proficiency 
in  their  use.  It  will  vary  for  individuals  and  groups. 

The  scope  of  work  will  include  reviews  of  essential  processes, 
fractions,  computing  and  receipting  bills,  forecasting  and  proving 
results,  practical  measurements  and  concrete  problems  from  every¬ 
day  life. 

5B :  Wentworth-Smith,  Part  I,  Chapters  I  to  IV  inch 
5A :  Same  text,  Chapters  V  to  VII  inch 

Note:  Teachers  are  expected  to  study  Table  of  Contents  of  these  chap¬ 
ters;  also,  to  note  carefully  the  “Suggestions  to  Teachers”  in  the  text. 

GENERAL  SUGGESTIONS  FOR  GRADES  FIVE  AND  SIX 

1.  Read  the  outlines  and  suggestions  for  the  primary  grades.  It  is  very  important 
to  know  what  you  are  to  build  upon. 

2.  The  work  of  the  previous  grades  has  been  the  “foundation  work” — the  “roughing 
in”  as  the  plumber  would  say.  In  the  Fifth  and  Sixth  Grades,  the  work  in  Arith¬ 
metic  should  aim  at : 

a.  Complete  mastery  of  essential  processes — Fundamentals. 

b.  Application  of  these  mastered  processes  to  everyday  problems  in  a  practical 

way. 

3.  The  work  must  rest  on  a  concrete  basis.  Use  many  simple  oral  problems. 

4.  The  teacher  must  be  familiar  with  the  general  plan  and  scope  of  work — the  more 
the  better.  It  is  important  to  know  the  plan  and  arrangement  of  the  text-book 
and  the  controlling  ideas  of  the  author.  To  this  end  the  preface,  plans  and  notes 
of  the  author  should  be  studied. 

5.  Over-difficult,  technical  and  artificial  problems  should  be  omitted. 

6.  Require  all  work  to  be  clear,  neat  and  accurate.  Insist  upon  clear  statement  in 
mathematical  language.  Require  new  terms  to  be  looked  up  in  the  dictionary. 

7.  Forecasting  and  proving  results  or  “estimating  and  proving  answers”  is  very  im¬ 
portant.  By  this  is  meant  the  careful  reading  of  the  problem  and  estimating  the 
probable  answer.  Such  an  exercise  trains  the  child’s  mathematical  judgment  and 
will  tend  to  prevent  the  giving  of  absurd  results.  In  the  beginning  it  will  require 
careful  teaching. 

8.  Fractional  parts,  decimals,  and  percentage  are  all  closely  related.  Identical  mean¬ 
ings  should  be  discovered  and  expressed  in  equation  forms. 

9.  Business  forms  and  practices  need  careful  attention. 

10.  Give  frequent  oral  and  written  drill  in  reviewing .  essential  processes,  especially  in 
column  addition,  rapid  multiplication  and  long  division. 

METHOD :  Follow  detailed  outline  in  Course  of  Study  in  Arithmetic. 

See  Baltimore  County  Course,  pp.  290-302.  Also  suggestions 
in  references. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  37 

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REFERENCES : 

McMurry :  Special  Method. 

Walsh  :  Methods  in  Arith?nctic. 

Brown  &  Coffman:  How  to  Teach  Arithmetic. 

Stone:  The  Teaching  of  Arithmetic. 

Klapper :  The  Teaching  of  Arithmetic. 

HISTORY 

TIME:  At  least  100  minutes  per  week.  25  minutes  class  work;  25  minutes 
seat  work.  At  least  two  days  per  week.  May  divide  the  program 
time  with  Reading,  Literature  and  Language. 

SCOPE :  The  work  in  this  grade  should  center  about  “Stories  of  Later 
American  History”,  as  presented  in  Gordy’s  text  by  that  title. 
The  emphasis  will  be  Social  and  Industrial,  i.  e. : 

a.  Who  the  people  were.  c.  What  they  did. 

b.  Where  they  came  from.  d.  How  they  lived,  etc. 

Comparisons  should  be  made  of  pioneer  life  and  with  life  as  it 
is  today. 

5B :  “Stories  of  Later  American  History”,  Gordy,  pp.  1-151. 

5A :  “Stories  of  Later  American  History”,  Gordy,  pp.  151  to  end 
of  book. 

Supplement  with  other  stories. 

Note  :  Stories  of  Illinois  History  are  of  especial  value.  Use  as  many 
as  possible.  Combine  classes  for  this  work  and  for  local  history  and  stories 
of  local  pioneers. 

METHOD:  Topical  and  Problem. 

Dramatize  and  re-live  in  play  and  pageant  as  much  as  possible. 
For  excellent  suggestions  see  Baltimore  County  Course,  pp. 
410-433. 

Story  telling  and  dramatization  should  be  continued  in  this 
grade.  The  story  should  proceed  by  the  development  of  topics, 
often  based  upon  some  very  simple  problem,  which  increases 
power  to  organize  points  in  oral  presentation  and  to  read  with 
discrimination  from  books.  Much  illustrative  material,  par¬ 
ticularly  pictures  and  maps  should  be  used.  The  children 
should  be  encouraged  to  make  collections  of  pictures  of  historic 
events. 


GEOGRAPHY 

TIME:  Five  periods  per  week;  250  minutes.  Class  work  and  seat  work  in 
25  minute  periods ;  50  minutes  per  day. 

CONTROLLING  AIMS : 

The  aim  of  the  geography  course  for  the  Fifth  Grade  is  to  give  the 
child  a  broad  and  thorough  knowledge  of  his  own  country,  of  its 
resources  and  of  its  relations,  especially  to  North  America.  The 
continents  are  to  be  studied  in  their  large  features.  This  study 
should  develop  an  idea  of  world  relations  which  will  form  a  basis 
for  the  detailed  study  of  the  higher  grades. 


38  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

. . . . . . . . . . . . . mini . . . . . . 


“The  child’s  memory  is  now  very  active.  Things  learned  at  this  time  are  long  re¬ 
membered.  Now  is  the  time  to  fix  the  basal  facts  of  place  geography  such  as  the  names 
and  locations  of  countries,  cities,  rivers,  mountains,  etc.,  but  do  not  attempt  to  do  this 
by  having  long  lists  of  places  committed  to  memory,  but  grow  out  of  the  regular  work 
by  the  cultivation  of  the  atla$  habit  and  the  use  of  base  maps.” — Baltimore  County 
Course  of  Study. 

SCOPE:  5B  :  Tarr  &McMurry,  First  Book,  pp.  100-179,  Review  pp.  86-100. 
5 A :  Same  text,  pp.  179-251. 

Follow  detailed  Course  of  Study. 

METHOD :  Follow  methods  suggested  in  detailed  Course  of  Study,  Use 
Baltimore  County  Course  for  many  good  suggestions.  Make 
every  lesson  vital  and  significant  for  everyday  needs.  Use 
only  up-to-date  data.  Illustrate  every  lesson  as  fully  as  pos¬ 
sible  by  maps,  pictures,  specimens,  lantern  slides,  etc. 

NATURE  STUDY 

TIME:  From  25  to  50  minutes  per  week.  Correlate  with  Geography  and 
Language  work ;  also  with  Health  and  Hygiene. 

The  details  of  nature  study  courses  must  differ  widely.  No  two  teachers 
can  ordinarily  teach  the  same  course  in  the  same  way.  The  value  of 
the  teacher’s  work  will  depend  more  upon  what  she  initiates,  rather  than 
upon  what  she  imitates. 

The  work  of  this  year  is  best  organized  around  projects.  The  following  are 
suggested : 

1.  Nature  study  excursions  to  study  neighboring  woods,  observing  the 
appearance  each  season.  Study  foliages,  color,  buds,  etc.  Note 
pretty  places  and  what  makes  them  so. 

2.  Developing  vivarium  and  aquarium.  Nothing  better. 

3.  Organizing  an  Audubon  Society. 

4.  The  school  and  home  garden. 

5.  Making  collections :  Herborium,  woods,  insects,  minerals,  etc. 

6.  Improving  and  beautifying  home  grounds. 

7.  Sky  study. 

Such  topics  offer  unlimited  opportunity.  Practically  all  of  the  outcome  de¬ 
pends  upon  the  teacher — her  knowledge,  interest,  enthusiasm,  and  initia¬ 
tive.  The  blind  and  halt  should  not  attempt  to  lead  the  blind. 

REFERENCES : 

Bailey:  The  Nature  Study  Idea. 

Comstock:  Course  in  Nature  Study. 

Holtz:  Nature  Study. 

Hodge:  Nature  Study. 

Smith:  Home  Aquarium  and  Hozv  to  Care  for  It. 

Bulletins  from  U.  S.  Department  of  Agriculture. 

Baltimore  County  Course  of  Study,  pp.  238-249. 

HEALTH,  HYGIENE  AND  PHYSIOLOGY 

TIME:  Two  lessons  per  week.  The  health  lessons  of  the  Fourth  Grade 
*  should  be  continued  and  extended.  See  special  outline.  Habits  of 

personal  hygiene  should  be  well  developed  in  this  grade. 

The  lessons  in  Physiology  are  to  be  based  on  Conn,  Book  I.  The  work 
should  not  be  confined  to  a  page  to  page  study  but  to  timely  and  needed 
topics.  The  subject  matter  in  the  book  will  furnish  a  good  foundation 
in  physiology. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  39 

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The  lessons  in  Physiology  should  be  made  an  important  stepping  stone  to 
health.  If  taught  in  the  same  manner  as  nature  study  or  general  science 
lessons,  they  will  prove  just  as  interesting.  Complete  the  lessons  in 
Book  I.  Teach  a  few  lessons  in  first  aid.  Material  for  these  lessons 
can  best  be  obtained  from  the  Red  Cross  First  Aid  Book. 


PHYSICAL  EDUCATION 

TIME:  60  minutes  per  week. 

Fifth  Grade  Physical  Education  is  divided  into  three  parts :  formal  work, 
rhythmic  plays,  and  games. 

Formal  work  includes  marching,  posture  tests,  and  calisthenics.  After  pre¬ 
vious  training  good  results  may  be  gotten  from  Fifth  Grade.  Posture 
improves,  calisthenics  are  snappy  and  precise,  marching  is  more  difficult 
and  requires  prompt  action,  good  co-ordination  and  perfect  rhythm. 

Rhythmic  plays  require  considerable  skill  and  co-ordination  and  are  done  as 
far  as  possible  in  formation  rather  than  with  partners. 

Games  are  more  highly  organized,  team  spirit  is  awakened. 

Group  athletics  are  started.  Their  aims  are  endurance,  accuracy,  skill  and 
recreation. 


INDUSTRIAL  WORK 

TIME:  60  minutes  per  week. 

First  Semester: 

I.  Paper  Making : 

A.  Subject  matter : 

1.  History — Egyptian,  Chinese,  European. 

2.  Modern  processes :  collection  of  material,  baling,  shipping, 

sorting,  boiling  into  pulp,  shaking,  draining,  pressing, 
bleaching,  coloring,  coating,  slitting  into  required  sizes. 

B.  Projects: 

1.  Collecting  different  grades  of  paper. 

2.  Making  relief  design  of  paper  pulp. 

II.  Basketry : 

A.  Subject  matter: 

1.  History — Cave  Dwellers’  baskets,  Indian  basketry,  Colonial 

basketry. 

2.  Exhibition  of  a  loan  collection  of  baskets. 

B.  Projects: 

1.  Collection  of  native  materials  for  basket  making — corn  husks, 

cattail-rushes,  coarse  grasses. 

2.  Designing  and  sewing  a  corn  husk  basket — open  poma  stitch. 

3.  Designing  and  sewing  a  grass  basket. 


40 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


Second  Semester: 

A.  Subject  matter: 

1.  Imported  materials  for  basketry,  as  raffia  and  rattan — 

sources  of  supply. 

2.  Dyes :  vegetable,  aniline,  composition,  sources,  etc. 

B.  Projects: 

1.  Designing  and  decorating  a  grass  basket. 

2.  Weaving  a  cattail  rush  basket. 

3.  Making  a  rattan  and  raffia  mat. 

FINE  ARTS 

TIME:  60  minutes  per  week. 

Emphasis  on  spacing  and  arrangement,  painting  of  flower  and  fruit ;  arrange¬ 
ments,  composition  in  landscape;  arrangement  and  drawing  of  cylindrical 
objects,  using  outline  and  mass  drawing,  working  drawings;  flowers  and 
animals  used  as  units  of  designs ;  designs  for  basketry ;  wood  block  print¬ 
ing;  costume  designing,  color  study,  lettering;  thrift  stamp  posters. 

Art  appreciation — Pictures  showing  strong  action  and  historical  paintings. 

MUSIC 


TIME:  60  minutes  per  week. 

AIMS  :  Same  as  previous  grades. 

To  establish  two-part  singing.  More  facility  in  sight  singing. 

MATERIAL:  Progressive  Book  II.  Choose  art  songs  from  new  materiaal 
in  sight-reading  songs. 

METHOD :  All  time  problems  of  Fourth  Grade  are  reviewed.  Development 
of  two-part  rhythm  in  chapters  10,  12,  and  15,  Progressive 
Book  II.  Commence  two-part  singing  with  rounds,  and  ex¬ 
ercises  thus  3  1  6  4  3 
114  7  1. 

Build  chords.  Alternate  the  parts.  Development  of  problems 
of  Fifth  taken  in  order  in  Progressive  Book  II. 

VICTROLA  WORK:  Correlation  of  the  “listening  lessons”  with  language 
and  history;  learning  the  essentials  of  musical  criticism.  The  pupil 
acquires  taste  as  well  as  knowledge,  and  expresses  himself  upon  the 
subject  in  suitable  language.  Study  for  definite  impressions. 


NOTES  AND  MEMORANDA 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


41 


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Outline  of  Work  for  Sixth  Grade 


READING  AND  LITERATURE 

TIME:  Four  days  per  week,  200  minutes,  supplemented  by  Home  or  Library 
Reading  for  pleasure  of  at  least  one  hour  per  week.  History  takes 
the  fifth  day  and  occasionally  one  extra.  Class  work  25  minutes ; 
seat  work  25  minutes ;  50  minutes  per  day. 

AIMS :  See  Fifth  Grade.  Also  read  aims  for  previous  grades.  See  Balti¬ 
more  County  Course,  pp.  73-75. 

SCOPE:  6B :  Merrill  Reader,  Book  VI. 

6A :  Riverside  Reader,  Book  VI. 

Both  divisions  will  need  an  abundance  of  varied  supplementary 
reading.  Plans  are  under  way  to  furnish  a  suitable  list  of  varied 
and  abundant  readings  in  every  phase  of  human  interest  and  ac¬ 
tivity.  See  note  on  supplementary  reading,  Fifth  Grade  work. 
The  point-of-view  involved  defines  very  largely  the  purpose  and 
method  of  reading  in  this  grade. 

METHOD:  Read  article  in  “ What  the  Schools  Teach  and  Might  Teach”. 

Also  the  notes  and  outlines  in  Baltimore  Course.  Very  im¬ 
portant.  Avoid  stiff,  formal,  monotonous  work. 

REFERENCES : 

It  is  expected  that  each  teacher  will  be  familiar  with  the  following 
references  and  know  the  author’s  point-of-view. 

Baltimore  County  Course,  pp.  55-68;  72-75. 

Briggs  &  Coffman:  Reading  in  Public  Schools. 

Klapper :  Teaching  Children  to  Read. 

Freeman:  The  Psychology  of  the  Common  Branches. 

Huey:  The  Psychology  and  Pedagogy  of  Reading. 

Judd:  Reading :  Its  Nature  and  Development.  July  1918. 

Judd:  The  St  Louis  Survey. 

Bobbitt:  What  the  Schools  Teach  and  Might  Teach. 

LITERATURE,  LANGUAGE  AND  COMPOSITION 

TIME:  Minimum  of  three  separate  periods  per  week,  150  minutes.  Class 
work  25  minutes ;  seat  work  25  minutes.  Correlate  with  History 
and  Reading. 

AIMS:  See  Aims  in  previous  grades.  Alsot  Sheridan’s  “Speaking  and 
Writing  English”,  pp.  109-120.  Very '  important.  Follow  closely. 

SCOPE:  6B :  Miller-Kinkead  Book  I,  pp.  191-259. 

6A :  Miller-Kinkead  Book  I,  pp.  260-287. 

For  aims  and  standards  use  Sheridan’s  “Speaking  and  Writing 
English”,  for  Sixth  Grade.  This  is  one  of  the  best  outlines  avail¬ 
able. 

METHOD :  Study  and  follow  suggestions  in  Teachers’  Manual  for  Miller- 
Kinkead  English  and  in  Sheridan.  Make  work  vital  and  full 


42  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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of  meaning  for  everyday  use.  Avoid  formal  monotonous  work. 
Correlate  with  all  other  studies.  Look  well  to  pronunciation, 
clear  speech,  grammatical  forms,  etc.  Each  teacher  is  respon¬ 
sible  for  some  original  work  in  this  study. 

REFERENCES : 

Klapper  :  The  Teaching  of  English. 

McClintock :  Literature  in  the  Elementary  School. 

SPELLING 

TIME:  15  minutes  per  day;  75  minutes  per  week. 

SCOPE :  Merrill  Speller,  Sixth  Grade  work.  Make  up  lists  of  words  com¬ 
monly  misspelled.  Also  words  from  other  lessons. 

METHOD :  See  Baltimore  County  Course  of  Study,  pp.  145-515.  Drill 
thoroughly  on  commonly  misspelled  words.  Use  the  diction¬ 
ary  when  it  will  help  fix  words  or  build  vocabulary.  Each 
teacher  is  expected  to  be  familiar  with  Factors  Involved  in  the 
Study  of  Spelling,  Baltimore  County  Course,  pp.  146-151. 

WRITING 

TIME:  15  minutes  per  day;  75  minutes  per  week. 

METHOD:  Economy  Method  of  Writing.  Look  well  to  movement.  Fix 
the  habit  through  practice  and  insist  upon  the  writing  move¬ 
ment  in  all  seat  work.  Accept  no  written  work  which  does  not 
exemplify  the  standard  which  the  pupil  can  attain.  The  teach¬ 
er  must  set  the  pattern.  Her  writing  upon  the  blackboard 
should  be  accurate,  well  spaced,  and  exactly  according  to  the 
system  in  use.  See  Teachers’  Manual;  also  Special  Bulletin 
to  Teachers.  Study  pp.  318-328,  Baltimore  County  Course  of 
Study,  on  Handwriting  for  Grammar  Grades;  also  pp.  311-317. 

ARITHMETIC 

TIME:  Five  periods  per  week;  250  minutes. 

Class  work  25  minutes ;  seat  work  25  minutes. 

SCOPE :  The  principal  work  of  this  year  will  be  the  mastery  of  decimals 
and  the  application  to  percentage.  Pupils  in  this  grade  should  be 
taught  the  reason  for  each  step  in  the  solution  of  problems  and 
should  be  led  to  an  understanding  of  the  under-lying  principles. 
Accuracy,  Speed  and  Reasons,  are  important  aims.  The  work 
should  be  practical.  There  should  be  well-planned  reviews,  drills 
and  tests.  . 

6B :  Wentworth-Smith  Arithmetic,  Part  I,  Chap.  VIII  to  X,  inch 
Omit  pp.  153-163.  Use  many  concrete  problems  from  daily 
experiences-  and  needs  of  the  pupils. 

6A :  Chapters  XI,  XII  of  text,  omit  pp.  245-248.  Omit  over- 
difficult  problems.  Emphasize  common  business  forms  and 
needs  of  the  pupils.  Use  supplementary  problems  as  in  6B. 

METHOD:  Read  carefully  general  suggestions  as  outlined  in  Fifth  Grade 
work.  Follow  detailed  Course  of  Study  in  Arithmetic.  See 
Baltimore  County  Course,  pp.  290-304 ;  also  suggestions  in 
references. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  43 

.iimiimimiiiiiiiiiiimiiminmiiiiiiiiiiiiimm . . . . 


REFERENCES : 

Stone:  The  Teaching  of  Arithmetic. 

Klapper :  The  Teaching  of  Arithmetic. 

McMurry:  The  Teaching  of  Arithmetic. 

Brown  &  Coffman:  How  to  Teach  Arithmetic. 

Walsh :  Methods  in  Arithmetic. 

HISTORY 

TIME :  At  least  two  days  per  week :  100  minutes.  An  occasional  extra 

day.  Divide  the  program  time  with  Reading,  Literature  and  Lan¬ 
guage.  Class  work  25  minutes ;  seat  work  25  minutes. 

SCOPE :  The  work  of  this  year  will  be  centered  upon  the  “European  Back¬ 
ground  of  American  History”.  It  is  an  important  part  of  the 
course.  Teachers  should  make  themselves  familiar  with  the 
“Report  of  Committee  of  Eight”  and  with  the  Baltimore  Course. 
The  aim  is  to  discover  the  Beginnings  of  America  in  Europe.  A 
special  study  by  the  teacher  of  the  purpose  of  this  course  and  its 
scope  is  absolutely  necessary  for  good  work. 

a.  Text:  Gordy — “American  Beginnings  in  Europe.” 

b.  Scope:  6B — pp.  1-112  inch;  6A — pp.  113-332  inch 

c.  Time:  To  be  arranged — probably  two  or  three  lessons  per 

week.  More  if  possible.  May  be  used  for  reading  occa¬ 
sionally. 

METHOD:  Topical  and  Problem.  Read  carefully  and  critically  “The 
Teaching  of  History  in  Grammar  Grades:  Some  Suggestions”, 
pp.  433-466,  Baltimore  County  Course  of  Study.  Very  sug¬ 
gestive. 

It  is  realized  that  this  field  is  large  and  that  many  good  teach  • 
ers  are  not  special  students  of  History.  But  any  good  teacher 
who  will  plan  wisely  and  read  outside  the  textbook-  can  make 
her  work  vital  and  valuable.  The  following  refernces  will 
help  very  much. 

REFERENCES : 

Baltimore  County  Course,  pp.  433-466 ;  496-506. 

Robinson  &  Breasted :  Outlines  of  European  History,  Part  I. 
Cheney:  History  of  England. 

GEOGRAPHY 

TIME:  Five  periods  per  week;  250  minutes.  Class  work  and  seat  work 
in  25  minute  periods ;  50  minutes  per  day. 

CONTROLLING  AIMS: 

In  Sixth  Grade,  the  continent  of  North  America,  the  possessions  of 
the  United  States,  and  the  State  of  Illinois  are  studied  in  detail. 
The  facts  which  have  been  learned  in  previous  grades  are  now  or¬ 
ganized  to  show  the  relationship  between  surface  and  climate  to  the 
life  of  man. 

SCOPE:  6B  :  (First  Semester) — Tarr  &  McMurry,  Second  Book,  pp.  1-117 

6A:  (Second  Semester) — Same  text,  pp.  119-198. 

Also  State  Supplement. 


44  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

«iiiiiiiiiiiiiiiii«iiiiiiiiiiiiiiiBiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiaiiiMiiiiiiiiii«iii«iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiaiiiii 


Supplement  with  as  much  up-to-date  reference  material  and  read¬ 
ings  as  possible.  Many  topics  will  need  enlivening  and  enlarge¬ 
ment. 

METHOD :  Follow  suggestions  in  detailed  Course  of  Study.  Avoid  for¬ 
mal  textbook  work.  Use  as  much  illustrative  material  as  pos¬ 
sible — maps,  pictures,  products,  lantern  slides,  etc.  Supple¬ 
ment  text  by  as  much  related  geographical,  industrial  and  sci¬ 
entific  reading  as  is  possible  to  have  done.  The  work  is  best 
•  done  by  the  study  of  problems.  See  St.  Louis  Survey,  pp. 
98-100. 


SCIENCE 


TIME:  One  period  per  week. 

A  study  of  selected  problems,  through  experiments  and  demonstrations,  cor¬ 
related  closely  with  work  in  Health  and  Hygiene,  and  Geography.  May 
continue  some  of  the  nature  study  projects  from  Fifth  Grade.  Details 
to  be  worked  out. 

PHYSIOLOGY,  HEALTH  AND  HYGIENE 

TIME:  Two  lessons  per  week.  Correlate  with  Physical  Training. 

There  should  be  daily  inspection  of  the  hygienic  conditions  in  the  classroom. 
Habits  of  cleanliness  should  be  required  in  every  instance.  The  follow¬ 
ing  items  should  have  constant  attention : 

1.  Personal  cleanliness  of  pupils:  hair,  teeth,  nails,  nose,  clothes,  etc. 

2.  Ventilation  of  room,  proper  temperature,  light,  etc. 

3.  Physical  exercises  at  intervals  during  the  day. 

4.  Blackboard  work  so  placed  and  formed  as  to  avoid  eyestrain. 

5.  Posture  for  correct  muscle  and  bone  habits. 

6.  Breathing  habits  for  health  and  efficiency. 

7.  .  Speech  habits. 

8.  Lunch  inspection,  care  and  suggestions  for  eating,  etc. 

9.  Proper  protection  against  contagious  and  infectious  diseases. 

10.  Matters  of  civic  sanitation. 

The  work  in  Physiology  is  based  upon  the  subject  matter  in  Conn’s  Physi¬ 
ology,  Book  II,  pp.  1-186.  It  includes  the  three  important  functions  of 
life :  Food,  Air,  Blood.  It  is  not  intended  to  furnish  enough  textbook 
material  for  the  entire  year,  but  to  make  it  the  basis  for  supplementary 
work.  Continue  the  lessons  in  First  Aid.  Correlate  the  work  as  much 
as  possible  with  Physical  Training  and  community  affairs.  Make  the 
most  of  each  opportunity  to  emphasize  the  child’s  personal  responsibility 
in  controlling  contagious  diseases. 

A  complete  course  of  study  is  under  preparation. 

PHYSICAL  EDUCATION 

TIME:  60  minutes  per  week. 

As  the  interests  of  Sixth  Grade  pupils  are  the  same  as  Fifth  there  is  no 
material  difference  in  work.  Very  often  these  classes  are  combined. 
It  is  desirable  that  the  boys  and  girls  have  their  games  separately.  Sixth 
Grade  boys  lack  the  grace  to  perform  rhythmic  plays.  Girls  perform 
rhythmic  plays  very  skillfully  and  gracefully. 

Games  are  highly  organized.  The  team  spirit  rules  and  with  the  aid  of 
student  officials,  both  boys  and  girls  conduct  their  own  games. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  45 


Group  athletics  interest  boys  and  girls  in  out-door  activities  and  develop  the 
habit  of  wholesome  recreation.  They  develop  team  work. 

Girls’  athletics  differ  slightly  from  those  of  boys,  as  girls  do  not  have  the 
strength  to  perform  many  of  the  contests  in  which  boys  excel. 

INDUSTRIAL  AND  HOUSEHOLD  ARTS 

TIME:  90  minutes  per  week. 

Boys:  Weaving,  chair  caning;  bench  work. 

Girls:  Elementary  Sewing.  To  teach  different  kinds  of  stitches  and 
their  use ;  seams,  hems,  darning  and  mending.  Belgian  Relief  and 
Junior  Red  Cross  work;  appropriateness  of  dress,  all  practical  work. 

FINE  ARTS 

TIME:  60  minutes  per  week. 

Emphasize  tone  and  color  harmony ;  color  theory  and  application,  flower 
studies ;  landscape,  stencil  designing,  woodblock  printing ;  costume  de¬ 
signing;  object  drawing  in  mass,  perspective  of  prisms;  working  draw¬ 
ings,  lettering,  patriotic  posters. 

Art  Appreciation:  work  of  landscape  artists. 

MUSIC 


TIME :  60  minutes  per  week. 

AIMS:  Not  to  overshadow  the  real  object  of  music  work  which  is  the 
development  of  a  love  for  the  best  there  is  in  music,  by  the  many 
technical  problems. 

MATERIAL:  Progressive  Book  III. 

Continue  to  study  odd  pages  the  first  semester  and  even  pages 
the  second  semester  as  in  grades  Four  and  Five. 

1.  New  sight  singing  material  reviewing  old  problems  or 

introducing  simple  time — Chapters  1,  3,  4,  6,  and  7. 

2.  Melodic  Minor  Scale,  Chapter  2. 

3.  Drill  on  name  of  major  and  minor  keys,  Chapter  5. 

4.  Teach  pages  88,  91.  93,  for  songs  in  modulation. 

5.  Three  voice  material,  Pages  66,  67,  68,  69,  82,  84,  70,  76, 

78,  81,  122. 

6.  Modulation  in  three  voice  singing,  pp.  65,  70,  80,  104,  96, 

106. 

7.  Triplets — Chapter  18. 

8.  Syncopation,  Chapter  19. 

9.  Pitch  names  of  lines  and  spaces. 

10.  Names  of  keys. 

SPECIAL  TO  TEACHERS:  All  voices  are  tested  and  seated  according  to 
range  and  quality  of  tone.  Each  pupil  must  have  a  book.  Boys  with 
changing  voices  should  sing  the  low  part.  Use  a  pitch-pipe  or  instru¬ 
ment  for  giving  pitch.  Secure  clean-cut  enunciation. 

VICTROLA  WORK:  Used  as  a  basis  for  a  language  lesson;  use  it  with 
History  and  Geography ;  teach  the  musical  interpretation  of  cer¬ 
tain  poems  which  are  memorized. 

LIFE  AND  WORKS  OF  GREAT  COMPOSERS:  Correlate  with  Reading 
.  and  Language  “Stories  of  Great  Musicians”,  published  by  American 
Book  Co. 


46  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

. . . . . 

THE  JUNIOR  HIGH  SCHOOL 

The  work  of  the  Seventh  and  Eighth  Grades  of  the  Monmouth  Public 
Schools  is  being  developed  under  the  Junior  High  School  plan  of  or¬ 
ganization  and  instruction.  A  part  of  the  Ninth  Grade  work  is  also  in¬ 
cluded  in  this  division  of  the  curriculum.  Space  does  not  permit  a  full 
discussion  of  thi#  re-adjustment.  The  following  facts  are  briefly  pre¬ 
sented  to  show  the  essential  points  of  difference  between  the  traditional 
Grammar  School  and  the  improved  and  more  efficient  Junior  High  School 
which  is  now  the  accepted  standard  of  most  modern  and  progressive  school 
systems.  The  number  of  cities  adopting  this  plan  is  rapidly  increasing. 
The  reorganization  was  started  in  Monmouth  during  the  year  1916-1917. 

For  many  years  the  Public  Schools  consisted  of  two  distinct  and  widely 
separated  departments :  The  traditional  Elementary  School  and  the 
High  School.  The  re-adjustment  gives  us  one  school  divided  into  three 
units,  each  with  its  own  definite  problems  or  aims,  yet  so  closely  re¬ 
lated  that  the  work  of  one  blends  into  the  other,  creating  one  contin¬ 
uous  curriculum  with  its  object  the  preparation  for  life’s  work  and  good 
citizenship.  These  units  are  : 

1.  The  Elementary  School:  Grades  One  to  Six; 

2.  The  Junior  High  School:  Grades  Seven,  Eight  and  Nine; 

3.  The  Senior  High  School:  Grades  Ten,  Eleven  and  Twelve. 

The  Elementary  School  deals  with  the  fundamentals  or  tools  of  knowledge. 
By  means  of  emphasis  on  time  allotments  and  the  elimination  of  need¬ 
less  repetition  these  tools  can  be  mastered  during  the  first  six  years,  or 
between  the  ages  of  six  and  twelve. 


The  Junior  High  School  covers  the  period  between  the  ages  of  twelve  and 
fifteen.  This  is  the  age  of  changeableness ;  the  awakening  period  physi¬ 
cally,  psychologically  and  socially,  when  the  child  begins  to  judge,  in¬ 
quire  and  reason ;  the  period  which  demands  material  upon  which  to  use 
the  tools  mastered  during  the  first  six  years.  The  curriculum  provides, 
therefore,  a  wider  range  of  subject  matter,  richer  material  and  more  -op¬ 
portunities  in  order  that  the  child  may  test  his  capacities  and  abilities 
and  discover  gradually  as  he  advances  the  particular  course  best  suited 
to  meet  his  education  and  vocational  needs. 

The  Senior  High  School  offers  more  highly  specialized  courses,  intended  to 
prepare  for  particular  lines  of  work  or  advanced  studies  in  the  College, 
University  and  Technical  School. 

The  program  of  studies  in  the  Junior  High  School  is  carried  on  by  means  of 
departmental  work.  It  is  essentially  like  Senior  High  School  work  in 
its  organization.  Each  grade  has  its  .  own  assembly  room  or  study  hall 
in  charge  of  room  teachers.  The  class  work  is  conducted  in  regular 
classrooms  and  laboratories.  The  class  work  periods  and  study  periods 
are,  at  present,  forty  minutes  in  length.  The  pupils  prepare  their  les¬ 
sons  in  quiet  study  rooms  under  the  direction  of  competent  teachers,  who 
give  such  assistance  as  may  be  needed,  and  where  attention  to  work  is  not 
distracted  by  other  classes  reciting.  In  the  classroom  work  the  pupils 
have  the  undivided  attention  of  the  teacher. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  47 


The  advantages  of  the  Junior  High  School  plan  of  work  are  numerous. 
Chief  among  them  the  following  have  been  repeatedly  noticed  in  our 
school : 

1.  The  teachers  have  an  opportunity  to  specialize  in  their  work. 

Their  preparation  for  the  daily  work  is  better.  They  teach 
with  greater  enthusiasm  and  inspiration. 

2.  Pupils  coming  into  contact  with  several  different  teachers  have 

a  broader  outlook  on  life,  develop  stronger  character,  overcome 
timidity  and  self-consciousness. 

3.  The  passing  to  classrooms  satisfies  the  impulse  to  move  about ; 

change  in  rooms  and  teachers  breaks  the  monotony  and  gives 
freer  discipline  and  the  development  of  self-control — both  very 
desirable. 

4.  Individual  differences  are  recognized  and  pupils  are  grouped  ac¬ 

cording  to  their  interests  and  ability, — a  decided  advantage  to 
both  the  class  and  the  individual. 

5.  Promotions  are  made  by  subjects ,  which  avoids  needless  repeti¬ 

tion  and  does  not  discourage  the  pupil,  should  he  fail  only  in 
one  subject. 

6.  The  quiet  study  rooms  under  the  supervision  of  competent  teach¬ 

ers  greatly  improves  the  rate  of  learning,  and  the  quality  of 
classroom  work.  Correct  habits  of  study  are  developed.  It  is 
evident  that  the  pupils  gain  in  self-reliance. 

7.  It  is  possible  to  provide  a  richer  curriculum.  Longer  periods 

of  work  and  study  make  better  work.  Well  equipped  labora¬ 
tories  and  shops  are  provided  for  experimental  work. 

8.  The  pupils  invariably  like  the  plan. 


NOTES  AND  MEMORANDA 


48  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

. . . . . . . . . . . . .  ii  1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1  ii  1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1  ■  1 1 1 1 1  ii  1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1  ii  1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 


Junior  High  School 


SCHEDULE  OF  STUDIES 


Seventh  Grade 

Eighth 

Grade 

Periods 

ClassWork  Study 

Periods  ClassWork  Study 

subject 

Per 

Minutes 

Minutes 

subject 

Per 

Minutes 

Minutes 

Week 

Per  Wk. 

Per  Wk. 

Week 

Per  Wk. 

Per  Wk. 

English — 

English — 

Reading  . 

...4 

160 

160 

Reading  . 

...4 

160 

160 

English . 

...4 

160 

160 

English . . 

...4 

160 

160 

^Written  Comp.. 

...4 

40 

40 

* Written  Comp.  , 

...1 

40 

40 

*Writing  . 

...1 

20 

^Writing  . 

...1 

20 

*Spelling  . 

...1 

20 

^Spelling  . 

,..l 

20 

Arithmetic . 

...4 

160 

160 

Arithmetic . 

...4 

160 

160 

History  or  Civics 

...4 

160 

160 

History  or  Civics.. 

..4 

160 

160 

Geography  and 

Elemen.  Science  . . 

..4 

160 

160 

Ele.  Science  . 

...5 

200 

200 

Physical  Train.  . . . 

..1 

60 

Physical  Train.  .. 

...1 

60 

Art  Appreciation  . . 

..1 

40 

Home  Decoration, 

Music  . 

..2 

65 

or  Art  Appreci- 

Manual  Training  . 

..1 

160 

ation  . 

...1 

40 

Home  Economics — 

Music  . 

...2 

65 

Sewing  . 

...1 

70 

Manual  Training  . 

...1 

90 

Cooking  . 

..1 

75 

Sewing  . 

...1 

90 

*  Formal  work.  Daily  work  in  connection  with  all  other  subjects.  Special  attention  to 
correct  form  and  usage  in  every  instance  where  used  in  daily  work. 


M  ON  MOUTIJ,  PUBLIC  .SCHOOLS,  MON  MOUTH,  ILLINOIS  49 

lllllllll•lllUllllllll•llllll•llllllllll.lplll>l^p|•lal<Mll•l■f  lipilfIMIf  if  pillllllipi^lllipiipillipilllllllllMiMillf  lii'MMUMMMMIliMtitlMIMMilliMlIlliMMttMlilllilMiiiiilillliiiiiliiiiiliiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiaiiiiiiif 


Curriculum 

gnlumrte  £  bri£  ggriiinw  TirlJo  lo  noii£uJ£V9  'j rlJ  *ioi  riohafho 

.gnibL-j‘1  Tjiinul  lot 

Monmouth  Junior  High  School— Grades  VII  and  VIII 

ENGLISH  COURSE 


rlNTRQDDGTIGN ,  j  ;  Thbi  work  -inr!  Effglisb  embrbceRupkJ  Reading ;  (2)  Lit- 
noqrj  ^bnerjaiUum^rj  (/3)  Ojfaibraiiii'.  WritteiH/EiTglish  (Co i u  pobi  tidn a  n  d  Gram¬ 
mar;  (4)  Spelling*^! i(i5J}  Hkii'd<writingi)ui  Ihib  nuiinovni  srif 


y-92  b 

fl  .9g£  girfi 

i^llMElT  F0Qi* 

>HoJ 


mv  ‘^rfT 

1  to  rmblirio  to  glgoiolrii  aril  blori  bri£  qhg  oJ  baioal 

oiriliv/  m 

.aril  abuforri  blrjorfftr  tcrit  aargr,  'larlaBal 


:IrIO  Jri 


id  Jaum 

■A  T,  .LSriiwpiioJ.  am  aoniam  pmo/ia  n  jbhj  aargn  aiananai  rnaborrr 

AIMS:  At  this  period  of  the  child  s  development  his  interests  are  many  and 
.run iidvaric^LirlThe  bwhole  isystdm;  « ph&sibcdrtmd'  W&M,  i^Lindergoing  sig- 
— aaaaicnaJabKcaarfl  change'.  -  “fBhebntmd  is r-filfecb'with  £hdft@8,  dreams,  tempes- 
vfiaaH  ,ai ifctmttg'  1  passa©iis, . 'jaajid  iaewbirieasi;  i#i  $  '^ui -Ideals  are  now  in  the 
atf  /j;rrr  .process;  =ofi .forniaticm  arid* they^rndy  be  bithof  high  or  low.”  An  in¬ 
creased  interest  in  reading  is  characteristic 'O-f  this 'period.  It  should 
.aaiiola  r\  M;  planned,!  therefore,  -  to;  cover  i a  broad  'field  p  kb'- fee  'extensive  rather 
gmriiLii  th^n  intensive  ;hand  to r  include  readings1 !  fhb#»>r  history,  biography, 
briB  .  / ;<:!>- -'-stoptesi  of  ^ffiaviel,  iindfistry,  triadexand  camnUercen'iscience — especially 
to  trrquio  as.it  is  iapplied  in; every rdajp  l<Me,x ctif rent leverits,; etc.,  as  well  as  the 
more  polished  forms  ©frilitefatiirei'suiliabJe  for  children  of  these 
years.  . 

The  aims,  therefore.  in  reading-  are: 

J? 

irii  ■ ;; 1.  To  develop  rapid;  Accurate,  inquiring  and  appreciative  silent 
readers. 

2.  To  fit  the  child  with:  finiformation  to  take  ’his  place  intelligently 
.  in  the  world  of  every-day  affairs. 

3-  To  awaken  a  sense  of  personal  responsibility  to  be  well  informed. 
4.  To  create  and  foster  a  love  for  what  is  really  worth  while. 
snoUooi^  -5CE  To -develop  character  %  bNcifin^  admiratiOli-  fprr  the  great  rnbh 

orij  T^rii-jfiv,  jjfii:  MMW;  fMft. literature,  or ,  science  and  industry, 

trade  and  commerce,  .and  in  current  affairs. 

6.  To  learn  where  to  find  information  speedily  and  accurately  and 

how  to  nj^l^Cy  aj^^plj^i^e^t/of.  -^qy  .article  or  topic  needed. 

7.  See  also  Aims  of  previous  years. 

8.  To  develop  pleasing,  unaffected,  and  convincing  oral  expression. 


With  reference,  to  the  study  of  the  more  purely  literary  selections 
of  the  course,  including  the  Home-Library  readings  of  distinct  lit¬ 
erary  character,  the  Report  of  the  National  Joint  Committee  on 
English,  page  45,  states  the  general  object  of  literature  in  the  Junior 
High  School  as  follows: 


1.  To  so  develop  the  character  and  habits  of  the  individual  that 

.  he  turns  to  good  books  in  hours  of  leisure. 

2.  To  cultivate  high  ideals  of  life  and  conduct. 

3.  To  stimulate  the  imagination  and  emotional  faculties. 

4.  To  broaden  his  mental  experiences. 

5.  To  give  the  pupil  a  first-hand  acquaintance  with  authors  of  high 

rank  that  he  may  later  pass  easily  and  naturally  to  their  more 
complete  works. 

6.  To  improve  the  power  of  self-expression  by  presenting  worthy 

models  of  construction. 


50  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


7.  To  fix  in  memory  a  considerable  body  of  suitable  poetry  and 
prose  which  shall  serve  throughout  life  as  a  source  of  joy,  a 
criterion  for  the  evaluation  of  other  writings  and  a  stimulus 
for  further  reading. 

8.  To  train  the  pupil  to  discriminate  among  current  publications 
and  dramatic  productions,  choosing  the  best. 

— English  Committee  Report. 
Bureau  of  Education,  Bulletin  1917,  No.  2. 

Taken  together,  these  several  aims  furnish  a  field  large  enough  for 
any  teacher.  Its  resources  are  inexhaustible.  Much  depends  upon 
the  invention  and  industry  of  the  teacher. 

SCOPE :  The  reading  material  and  literature  used  must  be  varied  and  se¬ 
lected  to  grip  and  hold  the  interests  of  children  of  this  age.  It 
must  be  within  their  experience  and  comprehension.  The  best 
modern  teachers  agree  that  it  should  include  the  following : 

1.  An  extensive  reading  of  English  and  American  Literature, 
with  a  more  intensive  study  of  some  of  the  masterpieces — 
including  a  fair  amount  of  Epic,  Lyric,  Dramatic,  Essay 
and  Novel  reading  that  knowledge  of  literature  may  be 
broadened. 

3.  Suitable  modern  drama,  fiction,  poetry,  history,  short  stories, 

should  be  placed  within  the  reach  of  the  pupils,  teaching 
them  to  recognize  the  worth  of  things  written  today,  and 
at  the  same  time  to  discriminate  from  the  vast  output  of 
books  and  periodicals,  choosing  the  best. 

4.  Some  reading  along  vocational  lines  in  order  to  arouse  in¬ 

terest  and  develop  further  inquiry  as  to  what  part  of  the 
work  would  best  be  undertaken  by  the  individual. 

5.  For  current  information  and  to  train  for  good  citizenship  the 

newspapers  and  magazines  should  be  used.  Pupils  need  to 
be  taught  how  to  read  them. 

NOTE:  Some  teachers  may  feel  that  the  variety  of  reading  included  in  the  above  out¬ 
line  is  impossible.  Experience  in  many  schools  proves,  however,  that  it  may  be  all  well 
accomplished.  Much  time  may  be  saved  by  having  unimportant  parts  read  silently  and 
other  parts  may  be  assigned  for  Home-Library  Reading.  There  are  suitable  selections 
of  epic,  lyric  and  dramatic  poetry  for  children  of  this  age  ;  there  are  also  suitable  essays 
and  novels,  and  biographies.  It  depends  very  much  upon  the  teacher  and  whether  the 
pupils  have  been  taught  and  inspired  to  read. 


NOTES  AND  MEMORANDA 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  51 

MATERIAL  FOR  CLASS  AND  SCHOOL  READING 

7 B — First  Semester. 

^American  Classics.  Riverside  Literature  Series. 

*King  Arthur  Stories,  No.  179.  R.  L.  S. 

Studies  in  Reading — Martin  &  Searson. 

Other  supplementary  reading  along  literary,  biographical,  historical,  sci¬ 
entific  and  industrial  lines. 


7 A — Second  Semester. 

^American  Classics  (continued  from  7B). 

*True  stories  from  New  England  History — Hawthorne. 

Studies  in  Reading — Martin  &  Searson. 

Other  supplementary  reading  along  literary,  historical,  biographical,  sci¬ 
entific  and  industrial  lines. 


8B — First  Semester. 

*Heroes  Every  Child  Should  Know — Mabie. 

*  Abraham  Lincoln' — Schurz. 

Studies  in  Reading — Martin  &  Searson. 

Other  supplementary  reading  along  literary,  historical,  biographical,  sci¬ 
entific  and  industrial  lines. 


8A — Second  Semester. 

*Tales  of  a  Traveller — Irving. 

*George  Washington — Scudder. 

Studies  in  Reading — Martin  &  Searson. 

Other  supplementary  reading  along  literary,  historical,  biographical,  sci¬ 
entific  and  industrial  lines. 

Note:  Books  marked  *  to  be  purchased  by  the  pupil.  Other  books  may  be 
added.  Pupils  should  be  encoraged  to  keep  their  books  for  a  personal 
library. 


52  '  Tr  M H  AiTOTMFNt 'v\NrD:  OUTLINES :  OP  WORK  ' '  '■ 

1’  ViiViiViiiiii  mi  i  ii  mi  1 1 1  mi  1 1 1 1 1 1 1  ii  1 1 1 1 1 1 1  in  1 1 1 1 1 1 1 1  iii  1 1 1 1 1 1 1 1 1 1 1 1 1  ii  i  m  n  1 1 1 1 1 1 1 1  ii  ii  1 1  iii  1 1  ii  1 1 1 1 1 1  iiiiiiii  ii  ini  ii  ii  lit  iiiliii  iiiiiii  1 1  iiii  1 1 1  ii  it  i  li  i  1 1  i  iiiii  ii  t  ti  ii  ii  it  i  ill  init  iliil  iiiiii  iiiiitiiiiiiii  1 1  iiii  1 1 1 1  ii  iiiiiiiiitiiiiiHiiiiin  i  > 


A I  a  i  \  :y.f!R(AWV^  AND  -  Vt&iW  READING  i  .T1V .  1  /. 

Seventh  Grade 

2-  .goiaaEO  nsohomA* 

1.  Memory  Gems:  To  be  selected- by/ teA^er-^ne'' dfr two1 ehith  Wdfck. 

2.  Selections  to  . memorize:  1 the  '-niitHb^r  de¬ 

pending  upon  the  length %!f‘fetttpselection.  •  ^dtO 

Mii8^L,£ivS^r(ildfe  or',:Jrrj 


FOR  THE  SEASONS: 

AUTUMN : 

Autumn  Trees — Gilder. 

Huskers — Whittier. 

Tampa  Robins — Lanier. 

WINTER : 

Snowbound  (Selections) — Whittier. 
The  First  Snowfall — Lowell. 
Winter  (Sir  Launfal) — Lowell. 
Christmas  (Marmion) — Scott. 
SPRING : 

Voice  of  Spring^-K^^^.j.];^ 
Going  a-Maying— Iverrick' 

Barefoot  Boy— Whittier. 


^Junerj.^iif/Launffall^HLaAiwMl  .  / 1 j n ■  j  j  r  1 
Swimmin’  Hole — Riley. 


Excelsior — Longfellow. 

The  Day  is  Done — Longfellow. 

The  Arrow  and  the  Song — Longfellow. 
Building  of  the  Ship — Beginning 
“Thou  to  sail  on” — Longfellow. 
Select:ons  from  Concord  Hymn — Emerson. 
The  Bells — Poe. 

Old  Ironsides — Holmes. 

Gradatim — Holland. 

?uSle  briooag — A\ 

■(a\  rn-m  »™A* 

buBpsahinsv/i;  /l,  rStoahd'  2&:oI^  itnl  * 

-  - Holmes 

Abou  Ben  Adhem — Longfellow.,  ,  , 


mole 


itDBtn  Y'i£Jriorn3lq(Trj>:  ryrltO 
mil  IniTteribni  brin  oilbria 
TO  READ  WITH  AND  TO  THE  CHILDREN: 


Warren’s  Address  to  the  Soldiers. 
Washington’s  Farewell  Address. 
Songs  of  Marion’s  Men — Bryant. 
One  Hoss  Shay — Holmes. 


Granmother’s  Story  of  Bunker  Hill — 
Holmes. 

Transformation — Van  Dyke. 

Ballads  of  East  and  West — Kipling. 


3.  Home  Reading: 


*Give  the  following  report  on  one  book  each  six  weeks : 

.uj-jrrrtK  38 

AuthOfrrH 


Title - 


When  W'ritten-^ 


(1) 

(2)  Classify  the  book  as:  . nf<  orb  !  rrmrlindA* 

Novel.  xsoH  nr  aoibtrfS 

Story  of  adventure,  etc.  rfoO 

(3)  Characterize  it  as  :  >.ur:rl  IniWrrbiii  briB  oiliJns 

Humorous. 

Pathetic. 

Thrilling. 

Dry. 

(4)  Name  the  chief  characters  (not  more  than  five),  giving  the 
most  prominent  characteristic  of  each. 

(5)  Where  is  the  scene  laid,  in  what  period  of  time? 

(6)  Relate  the  incident  you  liked  best,  or  describe  the  most  vivid 

v  7  •  i.i  i  i  nno'jor. — 1.6 

scene  m  the  book. 

(7)  Would  you  recommend  the  btfpk /tR.oth8CiheWib£rs' 'df  fnC dass ? 

v  J  J  .vmiunri — notgrniLc  //  sgioaiW 

*  Model  taken  from  Baltimore  .County:  Cowstt. mpdifed  for 
difir&renL  tape's: '.of - reading.,-'  rtil  grioln  gnibBsi  ^iBfnamalqqjjg  *r*>d)0 

LISTS  FOR  HOME. READING:  '  : 

HbtiSe  ?Mf)< Seven!  1  GablesP4H<^wili<I)rneL  i  lub'Hioosiei*  <  ScFtodlmistem— E&gdditon;  ;-i  ri  Vi 
‘nnMipfVtO^ .  Old  Vincetmeb-^Lhoi?i^op.;  j  Call  of  [  thj„^fl4-^^ndpn J  ,-_>]■  f , 

The  Crisis — Churchill.  Captains  Courageous — Kipling.  ... 

Huckleberry  Finn — Clemens.  Freckles — Porter.  .  /IBtnil 

Tom  Sawyer — Clemen <?.  Mrs.  Wiggs  of  the  Cabbage  Patch — 

David  Copperfield — Dickens.  Rice. 

The  Deerslayer — Cooper.  Hans  Brinker — Dodge. 

The  Oregon  Trail — Parkman.  Gulliver’s  Travels — Swift. 

Winning  of  the  West — Roosevelt.  A  Virginia  Cavalier — Seawell. 

Other  approved  titles.  See  complete  Home-Library  List. 

4.  Books  for  Vocational  Guidance :  Read  two  each  semester.  Make  an 
outline — Give  an  oral  report  on  one  and  a  written  report  on  one. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


5£ 


jofifibiuD 


inorJi 


V  lof  g>!oo9 


7B— Theme— V  oqatjojial  B  iagr^phy . 

B.  F.  Franklin — Autobiography. 

E.  E.  Hall — Stories  of  Invention. 

Helen  Jailer — Story:  of:  My  Life. 

H.  W.  Mabie — Heroes  Every  Child  Should  Know. 

O.  S.  Marden — Success  or  How  They  Succeed. 

Jacob  Riss — Making  of.  an  American. 

James  Parton — Captains  of  Tndustr^.  mF  .<  A 

W.  O.  Stoddard — Men  of  Business. 

S.  K.  Bolton — Lives  of  Girlsi -Who  Became  Famous. 


-98 


7 A — Theme— Value  ofc  an  Education. 


1 


T — A8 


William  Drysdale — Helps  for .  Ambitious  Boys. 

N.  C.  Fowler — How  to  GH  Ja'fr'd;HdW!  td^Kb^p  ^  JohJ  d  1  ’ 

N.  P.  Judson — Higher  EdhCatioh  as  a  Training-  f6r  :BuHnfeis. 

O.  S.  Marden—' The  Yourig  fMah' EhteritigtiBhsmeiss.^  ]  ; 

F.  A.  Vanderslip — Busirfeste1  knd  Education, 

.<:yoa  lot  gnoiJBoo  / — isveo  //  .  If  .3 

Hi ‘tilth  Grade 

n 

Follow  the  same  plan  for  Menioiriy  GemsuMemd/y  Sele^fidnsr  Vftcatidmal  and 
Home  Readings  as  outlined  for  Seventh  Grade. 

1.  Selections  to  Memorize. 


FOR  THE  SEASONS :  r{  -U,  ;\ 

>hoW  bofBifaulIl 

[EfroimM 

he  bloi'T 


AUTUMN : 


K&  ’  1  S’ 


To  Autumn 
Autumn  Woods — Bryant. 


Autumn — Hood. 


bo/I 


MISCELLANEOUS:  j^giQ  vietjJkI 

America’s  Creed.  //  ?.  hi  to  If 

My  Symphony — ChanningiK lor b i Y  .jB 

g— : 5iplin?*  w,rtpir.EurnoO  YrlmoY 

My  Captain — Whitman.  (T  . 

Gettysburg  Address.  r I E J t  i  j rrr  r. 

TirTxnmnT.  Chambered  Nautilus — Holmes. 

WINTER:  •  Recessional— -‘Kipling.- 

Christmas  Sermon— Stevens.  ,  ,  Sunset-  and  Evening  •  St^r— Tennyson. 

wlarMT'ennysofi  Sbl&ctiOns  frdrir  Lay  of ; ‘the  Last  Minstrel 

o .  dfCm  rr-  »ri  t  (HreatbOs i Thefoe  /a  ;Mhn)-Scott. 

SMtlNblori  i?.um  J !  .Ibv,  *k  la  bdm  v,  ;  1  ^^d?^ro£^e^t® V^ll^^G^Sd- 7‘ 
Am-iWEmily,  Dickinson.  nltiog  1  *Se~ 

t  (TQf  HifWhtdjfftfwl-o+feryaniti  oi  sbosn  tl  .urmBxtriactt^f-Bwngon’5  Declaration  of  War. 

IQ.  <TjUE'J1  gfrniupm  DUE  .ojETUDDE  ntirr.n _ 


f  .  x  oaiino  Xi/,  v  u  aiiu  uu. 

•  b  I  ( f E AptfetWiihe1  -to  the1  -  Uceah 
Annabel  LeettrtiQhlr:  i9fl 
Sweet  and  Low" — Tennyson. 


Byron. 


Tbn  "1^; 

^^inriWSbhbdit;at  ddyntr^UHMe.bhJOfl^  9iorITokPJWfryi‘>hin<[  odj  to 
dTtoez  P/erfect .  jTributH  m  bri£  >hov/  ggeb  ui  AFH4nd^Jbof  iCfay-f-nYkh  Dyke. 

Siression-P..- 

! 'The ; Stdl’ih -of  lihe  -  "Other 1  WdseU-MaA— Vatn'  >\  C  l>idk  Hleffti'y.  • 

-hnDyke..'  o  grfj  gg  nqrr; !  ,b99qg  ibrb  over: < fflWt^thcjtoH^jj^rJV^fliPyke. 

2.  LIST  FOR  HOME  READ i NG : 

„  T,  yu  n  ?r>  boJ99qx9  Yr  1L  .grirfmoi.  i/ioLL  loti,  t  si 

Tom,  tBrpw.i^-BMgh^s.  .  .  r  :  Cudjo ;s  Cav^Trpwtpdge. 

Tvan'hbe^-Sdott.  Treasure  Islaridy-Stevenfeon. 

-  Heroes  of  Everyday  Life — -Parkman.  .  Just-So  Stories — >Kipling- 

Blue  Book-r-Van  Dyke.  -Jungle  Book— Kipling. 

.  Heroes  oj  ' Today— Parkman.  When  They  Were  Children — Stedman. 

"More  than  CbnqiufeVor— Giilbert.  ftebbeda  of  SuniWbrOhk  Farm — Wiggins. 

Ann  of  Green  Gables — Montgomery.  Pollyanna-EEL  H.  Portefr. 

Boy  Scout  Stories — R.  Harding  Davi<;.  Just  David — E.  H.  Porter. 

SfOry  ipf  Siegfried — Baldwin.  Little  W omen— Alcott. 

,  Prince  and  Pauper — Clemens.  The  Spy — Cooper. 

The  T.kst  of  the  Mohicans — GoOper.  Emmy  Lou— Madden. 

I  Glengarry  School  Days-  Goimor.  Being  a  Boy. — Warner. 

H->h  Roy— Scott. 


54  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIII 


Other  approved  books.  See  complete  Home-Library  list. 

3.  Books  for  Vocational  Guidance: 

8B — Theme — The  Elements  of  Character  that  Make  for  Success. 

Anna  Payson  Call — Everything  Living. 

Elbert  Hubbard — A  Message  to  Garcia. 

T.  S.  Knowelson — The  Art  of  Success. 

Wm.  Matthews — Getting  On  in  the  World. 

T.  Roosevelt — The  Strenuous  Life. 

H.  B.  Stockwell — Essential  Elements  of  a  Business  Education. 

8A — Theme — Choosing  a  Vocation. 

G.  J.  Manson — Ready  for  Business. 

Frank  Parsons — Choosing  a  Vocation. 

Agnes  F.  Perkins — Vocations  for  Trained  Women. 

E.  W.  Weaver — Vocations  for  Girls. 

E.  W.  Weaver — Vocations  for  Boys. 

V.  F.  Wingate — What  Shall  Our  Boys  Do  for  a  Living. 

H.  F.  Stewart — The  Young  Man  and  His  Vocation. 

Laselle  and  Wiley — Vocations  for  Girls. 


Magazines  for  School  and  Home  Reading 


Literary  Digest. 
World’s  Work. 

St.  Nicholas. 
Youth’s  Companion. 
American  Boy. 


Popular  Mechanics. 
Illustrated  World. 
National  Geographic. 
Field  and  Stream. 
Red  Cross. 


METHOD:  The  Baltimore  County  Course  of  Study  on  pp.  55-68  sets  forth 
some  excellent  suggestions  on  the  teaching  of  reading  and  litera¬ 
ture  in  these  grades.  Each  teacher  of  reading  is  expected  to 
know  this  reference  thoroughly.  It  would  be  helpful  in  fact  to 
the  teachers  of  every  other  subject  as  well.  It  must  not  be  for¬ 
gotten  by  any  teacher  that  reading  is  the  key  that  unlocks  the 
door  to  all  other  learning.  It  needs  to  be  a  thoughtful  part  of 
the  method  of  every  teacher,  whatever  her  subject,  to  endeavor 
to  make  her  pupils  rapid,  accurate,  and  inquiring  readers  of 
her  subject. 


Silent  reading  is  now  generally  recognized  as  the  most  econom¬ 
ical  and  effective  means  of  teaching  the  child  to  get  the  content 
of  the  printed  page.  There  should  be  constant  training  in  this 
kind  of  reading,  both  in  class  work  and  in  Home-Library  read¬ 
ing.  Special  attention  should  be  given  to  rate  of  reading  as 
compared  with  recent  test-standards,  and  slow  readers  helped 
and  encouraged  to  improve  their  speed.  Impress  the  poor  read¬ 
ers  that  they  may  become  good  readers  if  they  will  only  form 
the  habit  of  silent  reading.  It  is  expected  as  a  matter  of  course 
that  the  teacher  will  be  able  to  instruct  the  class  in  the  technique 
of  rapid,  silent  reading.  Daily  practice  of  silent  reading  should 
convince  the  pupils  of  the  superior  advantage  of  this  kind  of 
reading  as  compared  with  the  slower  method  of  reading  with  the 
lips  or  aloud. 

While  the  chief  emphasis  should  be  placed  upon  rapid  silent 
reading  for  ideas  and  appreciation,  expressive  oral  reading 
should  have  a  place  on  the  reading  program.  This  reading  must 
come,  however,  as  a  result  of  silent  reading.  No  selection 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  55 

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIMIIIIIIIIIIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIllllllllllllllllllllllllI 


should  be  rendered  orally  without  previous  preparation,  unless  it 
is  very  easy  in  its  thought-content  and  suitable  mainly  for  sight 
reading. 

One  of  the  best  exercises  in  oral  reading  is  to  have  individual 
pupils  read  to  the  class  selections  upon  which  they  have  put 
particular  study.  It  is  recommended  that  the  pupils  take  turns 
in  preparing  approved  selections  to  read  to  the  class  in  this 
manner.  Proper  standards  for  oral  presentation  should  be  re¬ 
quired  for  this  work.  The  reader  should  stand  in  front  of  the 
class,  in  good  position,  reading  freely  and  with  suitable  enun¬ 
ciation,  striving  to  impress  his  thought  and  feeling  and  word 
pictures  upon  the  entire  class.  The  class  should  sit  as  a  real 
audience,  attentive  and  expectant.  When  the  selection  is  fin¬ 
ished,  there  should  be  profitable  discussions.  Well  directed 
criticisms  may  be  offered,  but  never  in  the  spirit  of  faultfinding. 
The  following  selections  may  be  read  profitably  to  the  class  by 
the  best  readers,  or  by  the  teacher : 

The  Perfect  Tribute — Andrews. 

A  Handful  of  Clay — Van  Dyke. 

The  First  Christmas  Tree — Van  Dyke. 

The  Story  of  the  Other  Wise  Man — Van  Dyke. 

He  Knew  Lincoln. 

A  Message  to  Garcia. 

Drills  in  breathing,  articulation,  enunciation,  etc.,  should  be 
continued  from  the  previous  grades.  Such  drills  are  well 
worked  out  in  Bolenius’  Everyday  English.  Others  should  be 
added  as  needed.  Short  snappy  drills  in  pronunciation  preced¬ 
ing  class  study  and  reading  are  often  very  valuable  and  will 
save  time. 

Dramatization  is  one  of  the  best  aids  to  better  oral  expression. 
Frequent  use  of  it  recommended.  Correlate  with  Oral  and 
Written  Composition  work. 

The  teacher  should  sometimes  read  whole  or  parts  of  selections 
to  the  class,  keeping  her  expression  genuine  and  sincere.  Such 
reading  would  serve  as  a  model. 

GENERAL  SUGGESTIONS  ON  METHOD: 

1.  Develop  specific  purposes  in  reading;  setting  up  of  background,  etc., 
i.  e.,  the  scenery  and  atmosphere  for  the  story.  This  is  very  impor¬ 
tant.  It  involves  preparation  for  assignment — such  as  picturing  or 
telling  the  general  environment,  characters  and  facts  concerned  in 
the  story.  It  is  like  the  stage  setting  and  scenery  for  the  play.  If 
it  is  all  clearly  defined  and  well  placed,  the  story  is  much  more  in¬ 
teresting  and  meaningful.  The  assignment  then  will  be  so  vital  as 
to  tend  to  improve  interest,  desire,  concentration  and  responsibility . 
The  children  are  not  always  to  blame  because  they  care  only  a  little 
for  the  stale  reading  lesson.  Try  some  experiments  along  this  line. 
It  will  pay. 

2.  Make  clear  to  the  class  the  technique  of  rapid,  accurate,  silent  read¬ 
ing — such  as  eye-movement,  concentration,  phrase  reading,  etc. 

3.  Never  permit  the  reading  of  a  class  period  to  be  wasted  in  oral  dis¬ 
cussions  on  minor  parts  and  hap-hazard  questioning  and  word  study, 
which  destroy  the  thought  and  feeling  of  the  selection.  Analysis, 
dictionary  work,  word  drills,  etc.,  are  not  reading. 

4.  Encourage  the  Home-Library  reading.  In  this  connection  some  val¬ 
uable  work  may  be  done  in  making  a  scrap-book  of  current  poetry 


56- 


time  ALLOTMENT  AND  OUTLINES  OF  WORK 


and  literature,  biography,  'hisflotfy1,  science  and  invention.  A  little 
encouragement  iii  this  direction  will  accomplish  wonderful  results. 

5.  Plan  carefully  for  the  use  of  current  literature,  the  newspaper,  and 
magazihe.  Good  reader's  may  be  excused  from  regular  oral  read¬ 
ing  to  read  such  material  at  pleasure  in  the  library— reporting  later 
dfehe  results^  of  their  reading  to  the  class.  Require  individual  pupils  to 
select  articles  of  interest' and  prepare  tbem  f of  ' reading  to  the  class, 
-si  9cf  blqorla  norJsfnets'Kj  Imo  lot  gbusbnfifa  toqoid  .is 

i  6.  -Dictiarkary  is  :an;  important  part  of  reading  :antd  language  work. 

.  Jt  .should  haye.  regular  and  specific  (attention.  A.^art  of  it  may  be 
done  in  connection  with  spelling.  If  pupils  do  not  know  how  to  use 
The-dictionary,-  teach  I  them.  The  :  method  of-  procedure  is  : 

1.  To  find  page  carrying  initial  syllable, 
ib  if  ■-’?/  To<  learn  how  tohl-ook  ddwh  ha  column!  t  rapidly. 

3.  To  get  the  pronunciation. 

4.  To  get  the  meaning. 

5.  To  fix  in  mind'one  or -two -synonyms;  •  nli 

Work  out  a  definite  method  and  insist  upon  it.  Every  child  must 
have  a  dictionarW-ibrr/  — o-nd ii  i  tostr/I  ->d  i 

.o:4  /Cl  rod/ — ■/<;" )  to  bitbnaK  /. 

7.  Voice  cultuf^tl  and/ poise  i  are  two  r  Xrery;  : important  items.  Develop 
voice!  in  connection  -with'  spelling; and  language,  as  well  as  with  read¬ 
ing.  Both  are  largely  matters loCne^amplean-d!  incentive.  The  teach¬ 
er’s  influence  is  very  great;  mi 'this  respect,,  but'  not  absolute.  It  must 
be  remembered  that  children  of  this  age  are  in  the  ‘‘lack  of  poise” 
'  Stage-and"  that  there  dhe:  ‘ ftiah'y ‘! inf  RRfrfeSS'l at t '  wo-f  Yd  destroy  good 
!  '  yoied.'  Pdittstakirig- Work, r;howeMerg 'will  make  ife'Trthfk  on  this  mat¬ 

ter.  It  would  he  valuable  to  have  some  one  or  two  of  the  teachers 
i  become  Interested'  enough  im  vdie'e'- and  poise  to  yma’ke  some  special 
!b  h  i-,sfud,y'df  it  and  tcllbthe  Tdst-dfiHis  abdUt  it.  'The'fiteld is  wide  open. 

.ornil  9V£2 


MEMORY  WORK : ,  r  .  n 

.noi2<aiqx/j  Imo  "toft ad  of  ?.biB  i29(!  aril  to  ora  >  21  none  aisrrnnu 

1  r  MeiP^6rf4itlg  shO^VTClalssi^sdafid^ yards  ' of!  classic's  lelWichdsl  speech,  culti¬ 
vates  the  taste,  strengthens  the  /feind  aUd 'Establishes 'a' habit  that  will 
?noi afford *  pleaMtf e1(fiyi later  lycUrs/ f ' ThC  follbwiEg'methdd' '  'has  been  found 
donfielpfuh-irr  tJhi£  w<Wk: >g  noi229i  . 

Jybom  b  ?.s  3 vi 3 ?.  bluow  grirbcot 

1.  Present  the  selection  as  a  whole. 

2.  Establish  the  backgGfdhdl  arid  ^tTtfigf  0>if !  the^Eyctiolrf, 

the  children  acquainted,  with  .the  author  and  the  main, idea  of 
t-q.v  MiQcffJ  gniJJ:  >  ; grubi  >i  rn  >qnjq  utiosqa  qoTavou  .i 


■  the  Clasdc  §  -  1  v  '  di  no  >qa  q  iiovsu 

?.  SUuly.  diflicult  ] ihrasin".  >1;  brifi  srlj  v  .i 

:  .  "  :l4.  MTmdh'Pediy  Thought  tuhds  6r  pictufEsd,  Establish  Thought  b 

k,  . . no  033-/1 


GENERAL  SCOPE: 


/oiqrru  of  briof  of 
3ib  rmblirb  adT 


T.  Memory  Gems  :'  One  on  more  eadh; -weekr  ■  '  •  11 

2.  Longer  poems  or  selections  memorized:  Oneyofr  hfwo  each  six 
r  -  weeks;  Depend  on  length-  df  Selection;  !  of  '/nob  -did/.  .1 
-3.  Books  to  read  arid  report  on?:  One  each  six- weeks. w 

4.  Voluntary  Reading:  Report  at  closer  of  each  six  weeks  the  num- 
Heraand  names  of  hooks  redid  and  magazines  read,  yua 

5.  Vocational  Guidance :  Read  turn  each  semester.  Make  skeleton 
outline,  give  oral  report  on  •  drie  add  written  report i on  one. 

6.  Read  to  the  Children :  One  book  each  semester.  Three  short 
appropriate  selections. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


57 


323lTT 
ti  Ifiiiy 


REFERENCES: 

i  ■  li  rlo 

Baltimore  County  Course  of  Study,  pp.  55-68. 
no  ■  : r  r r : o efi&ffr  iQtkii Ibtimati&n  \ of  Subject  Matters Iowa  Stale  ‘.Teachers  Assn. 
tnoixD  Rlapper :  Teaching  the  Child  to  Read. 

>ho  Report  of uNmtianal  Joint  Committee' of  English:  Bulletin  No.  2.  T7. 
’  ■rnr  'n^ohbitt ;i\.  Whatdhe  Schools’  Tea'ch  and  Might.  T AA/i— Cleveland  Sur- 
bailqqc  .oiofcejarlt  .gnirrroDsd  ,32tus  -  i  ■ 

Briggs  &  Coffman:  Teaching  Children  to  JRead. 

McMurry:  Special  Method  in  Reading  for  the  GracLej. 

Clark:  Now  to  Teach  Rcadim,. 

Dower  Snrvev. 

St.  Louis  Suri'cx. 

Fourteenth  Year  Book. 

Fifteenth  Year  Book. 

l0  ,nc  JmrcH  !  Wearing  i'  lis  vNa\iify  ap^f'p'ev^pj^^f^ fr 

COMPOS^IO¥i 

, vibrant  hue  Nxjh-l  p.uab  no.  .iu  oioiu  1 

■  ,,rio£iP^  and  \\  ritteif  pnglislx  ,  ; 

GENERAL  AIM  : 

a  '  )r  tort: 

noiloubcEafS^  : pupil  Akonld;  bo  trained;  i  to  j  understands  .that,  good  English  is 
the  ioundatibncofr-all  ffetub(jec.tS?ulihat;B£glishi  is>  t  something  he  really 
needs  and  wants,  an  accomplishment  that  will  aid  him  to  succeed 
i  lK  i^rj4f^  >^hkrJ^ork -dnii^will^pe  air  ad,^qiitdge;  t6'^him  m  his  social  life 
and  his  later  business  or  prMb££b6Mr  ‘eaffedt!  'He  '-nffist  realize  that 
.  correct  -English  .  is  “<j)  f  (  su^r^m^f,  scspal  impo.rt^ii^e,  ^matter  of  good 
n°r  ^W^Sfing  bndgobcf  manners,'.',  a  ^r^at^r'r^^’s'uCj^j  itV  business,  that  it 
marks  the  gerff lerr^a ri  r  r<pr  jije . ^e^tl^Qmap^^’,  r‘ '  ’  7 /  7 

SPECIFIC  Afffe9:IKCI  £  9*  u>ttKrn  }po [dm  l  rtobfitqfibA  A 

,32  r; 92  3prf3tn92  orIT 

The  specific  ah^^pt^  gngjis^ .  r? h^u^ob?-. 

.rrnot  dSVbi'dp  §bflB^Rrfct)thfe!^^6ll8r?^ri^ffd9^Q-ecSy ; 

(2)  To  improve  both  speech  and  writing; 

(3)  To  master  the  standards  of  appreciation  and  crituffeyh^GAVU) 

(4)  To  become  resourceful  and  self-reliant. 

SCOPE:  1 — Text:  Everyday  English,  by  Bolenius.  f/ 

.Inamncnivny  dfe^f 

.noi2?9Tqx3  L>nc  non£VT32ao  10  ?.icsY oq  Aiqrni  m  92;, ;  ftru  T>  L 

7B — Ragaffhitb  Chapter  IV; :  ip. 


gailfln 


.A 


feb  nr  nistt  oT 

7 A— Cha-p?  W,!|):i8§To;j;p.  7  f  'nr[riul  ol 

idtjioi  rMuamcq  rTf;w— yi.cTrjtiKDov  3111  3 


32 rj  arit  of  SDnoioloi  iMn^tTcq  dff#— YiiTudkDdv"  3rlJ  sgmlria  oT 

Grade  Eight — Pdtt^T^QA^I^fadtitM'  Cutffp'o'sitiHni 1 
.aiatiol  223rir?.r;d  bus  Ifiboa  or!)  to  arrnot  IfirroitnavnoD  aril  rbcst  oT 
.2b-:oy/8B&friRage  *th43; Id  1  ^qbapter,  :Vir  pn  222.  nrrrtib •  •  <T 
aalqbnnq  yictriDrnpb  bobgariAo  ygbaivmrdi  gribhow  j  3viu  oT 

8A— Page  222  to  p.  332. 

oooq  j).,;,  ^IUTirr?e: rAil6fttteht':'  Four  periods  a  -iveek,  320  minutes.  ' 

-2ib  2ti  bogtiidy  aud  ^ cla'&s  Hvdrk  dqtiMly  divide&^-O  minutes  td  eaidfe. 

••  r  1  .  r  ■ !  ' 

METHODS:  Oral  expression  and  composition!; should  receive  as  much  or 
more  attention  than  written  forms.  Suitable  exercises  in  or¬ 
ganization  of  ideas,  choice  of  words,  manner;  of  speaking,  and 
personal  poise  furnish  valuable  training  for  all  pupils.  The 
essential  principled  and.  \airps  in,  the  study  need  to  be  carried 
over  into  every  Ofihbffbchool  e&feteiiki  and  activity;' and  projected 


58  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiiiiiiiiii 


as  far  as  possible  into  the  out  of  school  and  home  life  of  the 
child. 

The  subject  matter  should  be  limited  to  essentials,  common 
matters  of  everyday  speaking  and  writing.  To  a  large  extent 
the  presentation  should  be  inductive  in  nature  and  the  work 
should  be  made  vital  and  interesting.  Technical  grammar 
should  be  taught  as  needs  arise,  becoming,  therefore,  applied 
knowledge. 

The  methods  suggested  by  the  text  should  be  followed  close¬ 
ly,  enlarging  upon  them  when  necessary.  Much  oral  and  writ¬ 
ten  practice,  conscious  and  unconscious  imitation  of  good 
models. 

These  assignments  are  varied  in  character,  interesting  and  of 
vital  importance.  They  include 

Talks  on  live  and  current  topics, 

Letters  of  various  kinds,  business  and  friendly, 

Themes — usually  of  one  or  two  paragraphs, 

Criticisms — Constructive,  training  for  independent  judgment, 
Word  building— Dictionary  work,  reference  work. 

Outlines  of  various  lines  of  work:  Debates;  Reproduction 
of  stories ;  Dramatization  both  oral  and  written. 

All  lessons  should  be  so  planned  that  the  following  abilities 
may  become  well  developed : 

1.  Accuracy  of  observation  and  vividness  of  imagination. 

2.  Clear  and  logical  thinking. 

3.  A  sense  for  order  and  completeness. 

4.  Adaptation  of  subject  matter  to  a  particular  audience. 

5.  The  sentence  sense. 

6.  Accurate  use  of  an  accurate  vocabulary. 

7.  Observance  of  standard  usage  in  matters  of  external  form. 

GRADE  VII. 

A.  Specific  Aims: 

1.  To  give  broader  interests  and  a  better  knowledge  of  environment. 

2.  To  increase  the  pupils’  powers  of  observation  and  expression. 

3.  To  train  in  clear  and  connected  thinking. 

4.  To  further  develop  the  sentence  sense. 

5.  To  enlarge  the  vocabulary — with  particular  reference  to  the  use 
of  the  pupils’  “passive”  vocabulary. 

6.  To  teach  the  conventional  forms  of  the  social  and  business  letters. 

7.  To  eliminate  errors  in  the  spelling  of  common  words. 

8.  To  give  a  working  knowledge  of  needed  elementary  principles 
of  Grammar. 

9.  To  mechanize  the  details  of  good  manuscript  form  and  good 
usage  in  written  form. 

10.  To  lead  the  pupils  to  see  the  need  of  good  English  and  its  dis¬ 
tinct  advantage  in  other  work,  in  social  life,  and  in  later  business 
and  professional  careers. 

References : 


English  Committee  Report,  p.  39. 
Sheridan,  pp.  120-122 ;  pp.  124-130. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  59 


B.  Material : 

1.  Text:  Bolenius — Everyday  English,  Part  I. 

2.  Sheridan:  Speaking  and  Writing  English — 7th  Gr.  assignment. 

3.  English  Committee  Report :  Section  B,  p.  39,  for  Supplementary 
suggestions  and  material. 

C.  Method : 

1.  As  suggested  by  text: 

Create  a  social  situation.  Students  take  the  initiative.  Spec¬ 
ialized  recitations. 

Teach  formal  Grammar  informally  as  needs  arise. 

2.  Sheridan :  Seventh  Grade  assignment. 

3.  English  Committee  Report,  pp.  40-41. 

D.  Standards : 

1.  Sheridan:  Oral,  pp.  120-125.  Written,  pp.  130-131. 

2.  English  Committee  Report,  Sec.  II,  p.  30—6  points  and  note. 
Sec.  Ill,  p.  31 — 5  points  and  note. 

GRADE  VIII. 

A.  Specific  Aims : 

1.  See  list  of  ten  for  Grade  VII. 

2.  To  secure  greater  flexibility  and  variety  in  all  essentials,  and  es¬ 
pecially  in  sentence  structure. 

3.  To  teach  general  principles  of  paragraphing. 

4.  To  produce  effective  speakers. 

5.  To  speak  and  write  grammatically  correct  English. 

References : 

English  Committee  Report,  p.  39. 

Sheridan :  pp.  132-135 ;  pp.  136-142. 

B.  Material : 

1.  Text:  Bolenius — Everyday  English,  Part  II. 

2.  Sheridan :  Eighth  Grade  assignment. 

3.  English  Committee  Report:  Sec.  B,  pp.  41-42. 

C.  Method : 

1.  As  suggested  by  text. 

2.  Sheridan :  Eighth  Grade  Assignment. 

3.  English  Committee  Report ;  pp.  42-43. 

D.  Standards : 

1.  Sheridan:  Oral,  pp.  132-136.  Written,  pp.  143-145. 

2.  English  Committee  Report :  Sec.  II,  p.  30  and  note.  Sec.  Ill, 
p.  31  and  note. 

References : 

Sheridan:  Speaking  and  Writing  English,  Part  /,  pp.  1-50. 
Seventh  Grade,  pp.  120-132. 

Eighth  Grade,  pp.  132-145. 

Baltimore  County  Course  of  Study :  pp.  87-92;  110-121 ;  p.  129,  132. 


60 


TIME  AtXOTMETNT'AKB  OUTLINES  OF  WORK 


iTiBiiciiiiiiriMiiiiriiiiiiifiiiiiaiiiifiiirif  irtiiiviriitiifviiirviiiiiiiMiiiaiilliiiaiiiiailiiiiliiiiiiiiiiiiiiitiiuiaiiiiiiiiiiiiiiiiliiiimiiiiiiiiiiiiiiliiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitimiiiiiiiiiiiiiiiif 


Klapper :  Teaching  of  English,  pp.  42-130. 

Bolenius  :  T eaching  of  Oral  English — entire  book. 
Reorganization  of  English  in  SecotidarySohbbls,  pp.  ‘30-31 ;  p.  39, 
pp.  40-42.  *  .1 

Davis1’:  Vocational  and  Miami  -Guidame;  Ohaps's  fdr  Grades  7 
and  8.  .IchMisrn  due  anoitsoggua 

Chubb  :  T eaching  of  English. 

Carpenter,  Baker  &  Scott:  The  Teaching  of  EdgUAtoM  0 
Briggs  &  McKinney:  First  Book  of  Composition. 

Canby  &  Opdycke  :  Good  English J  n  [  boiaoggna  ?.A  A 

■  yj(\R  .avitEijini  srft  3>IbJ  ?Jriybut3  .noriBufia  Icboa  b  oIediO 

SPELLING— GRADES  VII  AND  VIII 

.yarn  ?b99fi  g£  ^IlBirnolrii  iBmmBiO  fnrrnoi  ffofiaT 
AIM:  1.  To  teach  spellingj ^telligently,  ;  p  ; :  nfibhadP-  .1 

2.  To  develop  a  spelling  conscience. 

3.  To  spell  correctly  the  words  of  the  pupil’s  written  vocabulary. 

4.  To  acquire  the  habit  of  watching  spelling  whjhNilWitingCI  the 

habit  of  spelling  every  word  with  a  certainty  of  its  correct- 
jpppsq;  tb,e  p/f  going  ,:to  [  ths  »  d^ipparyi/^b^^n  cjoubt. 

5t«;  TOfid^v^bpnP  .\yatch fulness  of  spel|i;ig  rittif^opnectipn]  with  letter- 
writing,  written ,  composition :  aneb  allf  rwr^tten :  work. 


SCOPE:  Forty  minutes  a  week  devoted  to  word  lists  and  testpy 

as  follows :  Four  periods  a  week,  5  minutes  each,  class  room1 'drill 
and  word  study.  .  ,rfrj/  '•itryqB  / 

One  twenty  minute  period  review  study  ana  written  test/ 

MATERIAL  :  Everyday  English  ;  1  Lfste ■ .  fdr  spelling1  afrd1  pronunciation ; 

::  i  :  Slier ildari^  $pWWvlg'  aiid  '  lfyH4in§  EYlflistyE'MGts  '  for-  Grades 
VII  and  VIII.  .tnrmrrn*  9Dn9Jri98  m  yliBiDoq 

Word  Hst'^'hiddb'Tfbih’ wd^d^'ddfhbicihlV^ii^belled  inwall  lines 
of  work.  .819MB9QS  9V  f  1 99u9  99Ilboiq  O  1  L 

Te,s^pelllh'grdh;  th^Ayb^V^Eb  oLH^ordT-  ^£9CI?-  °T  -r- 
REFERENCES :  :  ^anoiytett 


Sheridan:  Speaking  anSf-rWriilhgy^n^Wh[.,rrr>  >  drilgn.-I 
Fourteenth  Year  Boafr}-1^^  -‘hi  ;££!-£?,[  .qq 
Klapper:  Teaching  of  English. 

O’Shea:  Teaching  the  Child  to  Spell. 

.s. 

AIMS:  To  develop  a  fluent,'  legible  style  of  writing;  efficient 'writing  habits; 

a  consciousness  of  the  value  of  good  writing;  a  good1  >bd$id£ss  hand. 


rifibiiodS 

:  iBnaffiM  .3 

f 


SCOPE:  Twenty  minutes  (one  period)  each ;wcek  ittVpiractieje  add  drill  under 
instruction.  Practice? ©jf -all.  wfritteli  ifwbjdkl  :  rmbn  -rf?.  A 
.ob-SL  .qq  ;  fioqsH  ooJtimrnoO  rfei f-griTI  .8 


STANDARD:  Ayers’  Scale: 

Minimum — 50  on  Ayers’  Scale. 

Maximum— 70. 

II  'SpeejdrfrTwent^-thf eb i words  or?  ninety  letters-  a ) minute. 1  1 


.a 


o+o  rt  hrrn  ff.  rr  . 

MATERIAL:  Economy  Book  VII  and  VIII.  All  written  manuscripts. 

•  >  D ' ; '  T  ■  )  “L  )  1  0  5T 

METHOD:  Economy  Method  of  Writing.  Look  well  to  movement.  Fix 
habit  ■  through ivptacitfee I  land, -insist  upon  the  writing  movement 
in  all  seat  work.  Accept  I  nor  written  iwOpk  which  does  not  ex¬ 
emplify  the  standard t.he^  pUpiLcaU  attain.  The  teacher 

.SU  ,QSI  .;[  ..must  sfctRfhe.pattetnAAlf.er,  writing mpot?  the  blackboard  should 


M  ON-MQWrg j  PUBLJCr SC HO0RS ,r  MOiN  MQUTU^j  JLLINOI S  .61 

-fffvffffrftfrf  frffffffriff‘i,f"ff*rf"fj‘,‘* . . mmwmtrmrmminnmmmmiiwiimnimiwmniimmiimmiiimm"’ 


v  ,  /I  :  -  i  i  :aCCurater:  well  spaced,  i  and  exactly;  according  to  the  system  in 
use.  See  Teachers^  Manual  .’  also  Special  Bulletin  to  Teachers. 
Study  pp.  318-328,  Baltimore  County  Course  of  Study  ?  on  Hand¬ 
writing  for  Grammar  Grades.  :  /IB07/  TO  7/1  LI  i  J 


moitacT 


ARITHMETIC  IX  GRADES  Y.IJ.  - 


.A 


GENERAL  SUGGESTIONS  FOR  THE  TEACHER^o7/  teiouq?  -«T 

'  i  anoiJBoilqqs  bins  ygEtfi-oor/i  A 

CONTENT  OF  Cg^^pT..  ;  ^nciuani  ;JnjjoD2ib  icbiom 

‘  Tcki CaitiGii al , "o|p i ri s e (hfe 1 1  e  l)P feTWl  e d BfP Hv h dt1  hhfo hid  ^ be,’  fii II  u  ded  in  these 
two  Ilh^IIea?K^r,I^t1ad^['  Th  'm^st^’^h'oMfe’1' the  work  still 

7 AT  :consistS!.arknpsti  entirely  of  aTajtJimetdc3.-I^jBq^p^‘jS>rg?^izedlOP#?r|  the 
Junior  High  School  plan  some  algpbl^tfK$4  ^b^pWj^qnal  geometry  are 

being  introduced  in  these  grades  and  arithmetic  continued  into  the  ninth 
rlguoimga  ’gm  /ig  rn  g>Toov/  ojt nt  to  ov/I  oTb}  yiBggooofi  1 1  .1 

gi  aadfo  orn  nbiarlw  bniT  .aeaasooiq  Ijsbnozga  no  wsivoT 

Jii  s^eWs'Ll earfi  hdwevbry  thathi-i s&s  fardagrtheniaturkyjcrf  the  pupil  will  per¬ 
mit,  the  WbhkJofi  the$e'4wqigradedish6uldvf>urmsh  thej  mathematics  needed 
am  rK^jfcj-^  a^^wi-intelUgent  oitbehToutsidei  oLgcspeoiaJikedivocational  need. 
The' needs  of  Such  a  person  are 

(1)  power;  to ’Si^Pignd  r fixpr^^Sf- aridAfl  jintqrpret  the  expressions  of 
nodfomj  i  the  -qn& ntiilatiyc  jrefatjqns.  tSLjai^ , r9i° P1  e  [within  one’s  needs  and 
bins  /!.'/')(>  interests; 

ijiic  ,/liaif([2-)[g  the  habit. pi- JpP!kring;[uppnj;tlip;quantifa^y^; side  of  life  and  see¬ 
ing  these  relations,  particularly  those  vital  to  one’s  welfare ; 
booidqn  48) >  1  na.; 'knowledge j  of.  copfntprqialjrgnd  industrial  practices  through 
which;  one,  may i  ant^tpycf,, references  rpetj  in  general  reading 
"  -  7  n i  g ; ; .  f  h,  giiandin,  qnels  business;  r^nd  soejal  infercaptjse  with  those  with 
Ah?.  . ; rrnurnffrwhorh  he  rcom^ai  hLcqnfaiEt.  .  ,(!i 

-tWftft  the  basjs^  pf'  tifer  bourse,  the  Subject  is  organized 

.yc;  ./a^qnpd/^prci^  sqci^ T^pfq1; instead ojf1.' arou'rid^sdme'  aHtWmetical  topic,  as 
,  ;jbqr,rpypqg 'ap<|l  loaning  inphey.'-.'bdy'ijrf^  ‘Stocks,  .  pphfd  investments,  taxes, 
- i-vl — ■  — iy+.Wio '7: . /iRO i n u ru. ^ larger  units, 

protection, 
^  problems  of  in¬ 

dustrial  life,  etc.  Tlye, . ^lg^lira  ^ t  Jiir^  'tlffiS?  'grades  is  usually  limited 
to  simple  equations'.^ ^h^^en^ratroh "cT  th^  past  is  now  sometimes  sup¬ 
plemented  by  a  lifflp  po pHruct lvp  and  ph^e^yatihnal  geometry  and  listed 


smori  moil  Iriguoid  alqisasi  br,£  ,  IlLffe1! :  r/"'  $fW®>  °f  Arithmetic. 

GENERAL  SUGGESTIONS  : 

'ill  {naorpaA  ,3 xr J.  :  sbnia  ooirft  grit  ggrjogiG  ;  aoriBitraci] 


3oninijgf.il  r.  t-. 

—  ns  in  the  Baltimore 


.■Eachi teicher! .should  rqad : ,aqdf y^u\y(  the: ; ^rYpral  .f Ug'gestip 
•no  bGoiintj!oGfiBhse;jffifTTS)u4y»'jap©ff  HW-t&tf'tA  jft^horities  are  <iuote<1 


in  these  pages. /rNq-.bcffien^fafcmejlhT15' 

n:o  bnc  oJiijg  Jcfioitcn  orlt  to  gonritr/m  ggnogiCI 
>?Jb 


kM-Mf}  I 
AMWJ#  , 


rit 
jxgT 


r*  ■A’--^iri  A'RITU'MET'IO^SEVEN.THinG-RADE 

:')rr”  Jnorngg'jggc  .mdiggoq  ti  .v/orfd  .loiitgib  loorb^ 

1  ‘  TtME‘  1  ALEGTM^NTT^TbO' 'iniWtdds  pRr  nweekolfodi  sibndy  ;  160  minutes  per 
rv  .  . •^  'W^ek  fbf'rTedita¥fohr.rr';,ldo‘m  jg nd  bm;  toiTtgib 

SCOPE:  Textbook — Wentworth-SndjJ>.  pV  Chap^  I  to  ,  .  incl.  Supple- 
,  ment  with  many  problems  of  real  fife.  /Endourage^pupirSTo  nfing 
•  r:I  iff  feial  pfbbie’ms1,  *  co'rhmqVtTal -fi^per/, i fan/T - arfy . >itiat£f ial;  tjhprt)  >vT1I 
vitalize  the  work.  Use  problems  fr8m  nHoyt iramlofljeet ;  review, 


62 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


lllllllllllllllllllllllilllll 


pp.  1-5;  8-18;  24-42.  Special  pp.  43-96.  Stone-Millis :  Review  pp 
1-42,  Special  pp.  105-144.  . 

OUTLINE  OF  WORK: 

A.  Review:  Fundamentals;  notation  and  numeration;  fractions,  com¬ 
mon  and  decimals. 

B.  Special  Work: 

1.  Percentage  and  applications;  profit  and  loss;  commission;  com¬ 
mercial  discount ;  insurance ;  taxes  ;  interest. 

2.  Oral — One-third  recitation  period  daily;  once  per  week  rapid 
drill  work  such  as  has  been  used  in  previous  grades. 

-tiETHOD:  See  detailed  Course  of  Study  in  Arithmetic;  also  Stone:  The 

Teaching  of  Arithmetic. 

1.  If  necessary  take  two  or  three  weeks  in  giving  a  thorough 
review  on  essential  processes.  Find  wherein  the  class  is 
weak  and  strengthen  at  these  points.  In  this  review,  the 
problem  work  should  be  simple  and  practical. 

2.  Percentage — The  work  in  Percentage  should  be  kept  on  the 
thought  side.  Avoid  formulae  and  rules.  Two  cases  in 
percentage  should  be  presented,  as 

a.  Finding  a  part  of  a  number ; 

b.  Finding  what  part  one  number  is  of  another. 

The  preliminary  work  should  be  taken  up  slowly  and  ob¬ 
jectively,  the  pupils  to  be  impressed  with  its  simplicity,  and 
not  its  difficulty.  Any  form  of  solution  that  the  teacher 
may  use  at  the  beginning  of  the  work  should  be  replaced 
by  one  that  is  short  and  business-like. 

3.  Profit  and  Loss :  Discussion  of  the  meaning  of  business 
and  the  different  kinds  carried  on  in  the  community.  Sell¬ 
ing  goods  at  retail,  gross  and  net  profit ;  discount. 

4.  Commission :  Simple  business  problems  should  be  substi¬ 
tuted  for  problems  that  state  a  sum  of  money  sent  which 
includes  the  commission  and  the  price  of  goods  bought,  as 
this  is  contrary  to  business  practice. 

5.  Commercial  Discount:  Bring  out  the  following  reasons 
for  commercial  discounts : 

a.  Buying  in  large  quantities. 

b.  Deductions  from  list  price. 

c.  Deductions  for  “cash  down”. 

Bills  and  receipts  should  be  reviewed  in  connection  with 
this  subject;  have  old  bills  and  receipts  brought  from  home 
to  show  customary  headings,  forms,  etc. 

6.  Insurance :  Discuss  the  three  kinds :  Life,  Accident  and 
Fire.  Have  pupils  to  understand  terms  used  in  Insurance, 
the  different  kinds  of  policies  for  examination.  Find  out 
the  prevailing  rates  of  fire  insurance. 

7.  Taxes:  Discuss  revenues  of  the  national,  state  and  city 
government ;  show  sources  of  income  for  each,  also  for 
school  district.  Show,  if  possible,  assessment  lists,  find 
out  the  levy  on  the  dollar  for  state,  school,  city,  and  school 
district  and  base  problems  upon  these  figures. 

8.  Interest:  Follow  the  methods  suggested  in  Stone’s  The 
Teaching  of  Arithmetic,  pp.  134-138. 

-SECOND  HALF  YEAR— 7 A  CLASS. 

SCOPE:  Textbook — Wentworth-Smith,  Pt.  II,  Chap. —  to  —  inch  Sup¬ 
plement  as  in  7B. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  63 

lllllllllll  1 1  llllllll  II II II 1 1  llllllll  III  II I  lllllllllllllllllf  llll  II  111111111111111111^11  If  llllllltlllllllllll  ■IIIIIIIIIIIIIIIIIIIIIMIIItlllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllllllllllllllllllllllllllllllllllllHIIIIIIIlUlll 


OUTLINE  OF  WORK: 

A.  Review :  Same  as  in  7 B. 

B.  Special  Work: 

1.  Compound  interest  (Savings  and  Investment). 

2.  Bank  Discount. 

3.  Ratio  and  Proportion  (very  simple). 

C.  Oral  work:  Same  as  for  7B. 

METHOD:  See  detailed  Course  of  Study  in  Arithmetic;  also  Stone’s  The 

Teaching  of  Arithmetic. 

1.  Compound  interest:  In  savings  banks  it  is  the  custom  for 
depositors  to  leave  the  accrued  interest  on  deposit  which 
in  turn  draws  interest.  In  these  banks  the  interest  is 
usually  compounded  semi-annually.  Pupils  having  savings 
bank  accounts  should  compute  interest  on  their  own  de¬ 
posits.  Teach  compound  interest,  compounded  annually 
and  semi-annually.  Discuss  with  pupils  the  advisability  of 
saving ;  the  danger  of  living  beyond  one’s  income ;  the  dif¬ 
ferent  plans  of  buying,  as  (1)  Installment;  (2)  Credit; 
(3)  Cash. 

Discuss  also  ways  of  investing ;  the  hoarding  habit,  the 
“get-rich-quick”  schemes,  the  high  rate  of  interest  with 
risk;  the  lower  rate  with  safety. 

2.  Bank  Discount :  In  the  bank  discount,  teach  only  one  type 
of  problem,  that  is,  when  a  note  is  presented  for  discount 
on  the  day  it  is  made  and  at  the  bank  where  the  money 
was  borrowed. 

3.  Ratio  and  Proportion:  To  teach  ratio  and  proportion  it  is 
necessary  to  give  much  practice  in  the  ratio  idea,  that  is  in 
the  comparison  of  numbers.  The  meaning  of  the  term 
ratio,  “the  number  expressing  the  relation  of  one  quantity 
to  another”  must  be  clearly  understood.  The  next  step 
should  emphasize  the  fractional  equivalent  of  every  ratio. 
Next,  introduce  the  proportion  by  using  the  fractional 
forms  ;  then  the  technical  terms,  means,  extremes,  and  pro¬ 
portion  follow.  Now  introduce  the  type  for  finding  one 
unknown  term.  Show  the  value  of  proportion  as  a  saving 
of  time  and  effort,  as  well  as  accuracy,  in  the  solutio'n  of 
problems. 

4.  Squares :  Extract  roots  by  factoring.  Square  root  by  reg¬ 
ular  formula.  Give  situations  in  which  a  knowledge  of 
square  root  is  necessary.  Then  teach  the  process. 

STANDARDS: 

1.  Proficiency  in  the  use  of  whole  numbers,  fractions,  and  decimals, 
including  short  methods  and  checking  and  estimating  results. 

2.  Mastery  of  the  two  cases  or  problems  of  percentage  as  applied  to 
profit  and  loss ;  discount ;  commission ;  simple  interest,  bank  dis¬ 
count,  etc. 

SUGGESTIONS: 

1.  Attention  this  year  to  the  applications  of  arithmetic  is  the  impor¬ 
tant  thing.  These  applications  include  denominate  numbers,  men¬ 
suration,  and  percentage. 

2.  Confine  the  work  of  percentage  to  the  two  practical  problems  of 


'64  TIME i ALLOT M ENT  ACKiDtOUTUSfES  OP  WORK 

••»•••» . . . . . .  iiiiffM«iiivffmMfrffff#fvtfff#fr9iifffrifM»v«*»H»#fif#rrflv#iiiHiiliiiiiiiiiliiiiiiifeiiiiiiiiiiiiiiiftiiiiiiiii!ii|||i||||!i!iiki|||iiii|||iiii|||||!||,» 


the  sixth-grade  outline.  Fix  in  memory  all  the  iffiporfant  frac¬ 
tional  equivalents  by  constant  use  and  drill.  . 

3.  Seek  to  make  all  work  applied^  to  cdniffibrciai  trarisictidns  as 
realistic  as  possible.  Play  “Going  into  business”,  ji^it  adds  in¬ 
terest  and  makes  the  work  more  realistic.  All  commercial  schools 
do  this  with  stDtl^nj^nQt.^etkgrea^CimatwityKno'J  .1 

4.  Encourage  pupils  to  bring  in  real  p  rqhtemsh  1  commercial  papers, 

and  any  mater iali-tb^  will  /yitah?ei  dl^e.Wolrk, ,  ,,i ir>51  ./ 

5.  Distinguish  between  real’ problems  met  in  real  life,  and  problems 
“for  analysis”  about  real  tiling's;  /Remember  dhaF  ^^al’-’^prob- 
lem  is  not  necessarily  concrete  to  the  pupils. 

In ■  rhe>  application' 'of/m^suratfOffi'; ebcd^rag^  pupils'  ' 4n 

"~-1  L1  “is  from  measUVem'&hm  -  \^.hidh(5mfe}>  ^have  made  for 

rn^i'siiiJatib\i  aiLe;^tfalij/'1Mscf^ '(^lea'/er  by  diagrams 

orn  rii  .JsyiyTm  ?.w£ib  rnut  m 


real  proDien 
themselves. 

'PhffilGnvm: 

riaifiv/  Ji?.oq 
81  ISOlOltU 


'ARtTrifcrETiC^-tetoHfrH  6'R'APE 

-on  nwo  noni  rio  j?,3i3fm  ofn  bluoru  aJrmoooB  •  >• 

/.If ASb|X>TME_NT •:  * •->Fdtff  forty 'mirtute' periods- /peri  week  of  classwork. 
/  Mihimiim  of  160rfin.intife’s,/per  w'ibk  "Of  ;  study. ;  ;  ; 

AiM  :  TJhe  wotkdOf/This  yepr  is  in  the  line  of  -business,  applications,  includ¬ 
ing  advanced  mensuration.  “The  boy .  Or  girl /should  now  begin  to 
(I;  cd  %el  that’ the )  world; iof/ business. i a^id, oil  life  ,is Opening  before  him. 
:  //  i,  4 1;  s h(o u  1  d  ,Th  e  Pef  d  r  ev  b e.  th  e; duty '  of !th e ) school  .even  more  than  in  the 
preceding  grades  vt^  -nphly  arithmetic i  to;[!the,7,genuine  problems  of 
/i  ;  ;  4ife,  (particularly  vbith  ireiferfenQe  to  jthe  coinlmt)n,;ci>cciQ)ations  of  life.” 
nmoo^ib  ~;r rbStmithy<ru\  >\  3  ton  -b  noth/  .>.i  JB.dj  ,rrr3ldorq  to 

ysb  oth  no 

70TI0d  2BV/ 

SCOPE':1  Review  the  essenti&l  processes;  and' points  necessary  for  clear  un¬ 
derstanding*  Of  Seventh  ;  Grade  work.  : : 


'FiKgf  gB]  CLASS. 


I3l  3flf  1< 
rtrrcrjp  a  no 


Textbook:  Wentworth-Smith,  Part  II.  Ch.  V  to  VII,  inclusive. 


li  1  DiScussiohs  and  problems  relating  to  the' business  of  home- 
making;  indludffig  purchase  of  house,  renting,  taxes,  upkeep, 
'  1  ;  insurance,  mortgages,  and  furnishingsyfamily  expenses  for  a 

-"■jq  bin;  ,v.  ue.  v  week-,'  a  month;  a  year.b  ■  >t  -n't  noth  :  >.nn  ■  r 

.  mm/. , .  i  2;* < ;  Personal  !  investigation-  and  discissions  i  of  '  problems  relating  to 
-fffv  n  in >i learning,1  savihg,  irivestirig,  and'  sending  hnoney. 
to  m  :mi(  -  3>/k  ©anking-^DepOsfting  "and:"USingr!; money  '  in  banks:  Checks; 
promissory  notes  ;  discounting  the- notes  y  drafts. 

!  ;  '  ■  4/  ^Stoeks  tatld'  bonds;  Only  tthe  simplest  kind  df  real  problems 
i.  •;/  '.t'/nnd  that  ^iVe!  in  formation  within  the  comprehension  of  the  pupil. 

5‘/:  Oral  !  Arlthnf^fic:  'Fundamental  operations  systematically 
taught;  introduce  and  develop  new  topics;  reasons  -estimate 
results,  including  those  in  mensuration,  before71  jSerfofrrfihg 


elBrnbsb  I 
.2flu23-t 
ol  bvilqqs 
-<ib  driBd 


)f!j:  >jh?j;M9T^.-i  /(lrrmrt  ojodv/  to  -j<ii  mb  nr  vam/bii  oVI  x  A  ^  . 

••6,  ;  Qf^d.upu^uali^pjd  pp^pletgjpq^p^s^ppricatipp^tJnterest  where 
the  rate  is. not.  used  in  actual,  business  ;  most  ofj  compound  in¬ 
terest;  partr.tcrAWp- 


‘’METHODS:  1.  Not  sufficient  concrete  problem  work  will' fee>  found  in  the 
regular  assignments  for  this  grade,  consequently 
er  must  draw  from  other  sources. 

ioqrni  3 rlt  ?.i  oi?3rrrE^h^4^^  dfooiftilfP/?  fqr”  rather 

*  drrr ij ri  ‘xisntkfttyi wej I i/IRSF i«i Jcoilcrq b  ,  ri  , 

3.  Saving:  Impress  on  tjfe ^pup/I^s ,  ^mpo^  Jjmce  of  early 

•  mrrokknq  fear io WPS t fthp ]  .^,^n 0 a^id  of  de^ 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  65 


positing  them  in  reliable  institutions. 

4.  Business  practice :  Much  of  this  work  must  be  secured 
from  real  sources.  Explain  the  simplest  things  in  banking 
including  the  use  of  all  forms.  Secure  deposit  slips,  checks, 
drafts,  etc.,  show  how  they  are  to  be  made  out  and  en¬ 
dorsed.  Use  of  stubs  in  a  check  book,  need  for  signature 
in  starting  an  account,  etc. 

Explain  how  checks  furnish  a  convenient  and  safe  method 
of  paying  bills ;  how  they  may  be  transferred  and  how  they 
may  serve  the  purpose  of  a  receipt.  Have  the  children 
bring  savings  account  books  to  class  and  balance  their  own 
accounts  in  order  to  connect  up  this  school  work  with  the 
pupils’  interests. 

It  might  be  profitable  to  have  the  class  visit  some  local  bank 
and  ask  some  banker  to  come  and  talk  to  the  class  on  local 
banking  methods. 

Avoid  using  anything  that  is  not  according  to  business 
practice. 

5.  Stocks  and  Bonds  :  In  teaching  stocks  and  bonds  show  that 
a  great  deal  of  the  wealth  of  the  country  is  invested  in 
them.  Show  that  much  of  the  business  of  the  country  is 
carried  on  by  these  corporations : — railroads,  trolley  sys¬ 
tems,  etc. 

Have  the  pupils  find  out  some  of  the  advantages  that  are 
enjoyed  by  stock  holders  that  are  not  eujoyed  by  members 
of  a  firm. 

Exhibit  stock  certificates  and  bonds,  registered  and  coupon, 
if  they  can  be  secured. 

Make  pupils  familiar  with  daily  newspaper  reports  of  stock 
and  bond  transactions  at  the  New  York  Stock  Exchange 
and  exchange  in  other  markets. 

Explain  why  reliable  stocks  and  bonds  are  desirable  forms 
of  investment.  Warn  against  the  danger  of  buying  those 
enterprises  that  promise  big  returns.  Make  clear  the  dif¬ 
ference  between  stocks  and  bonds. 

SECOND  SEMESTER— 8A  CLASS. 

SCOPE:  Wentworth-Smith,  Part  II,  Ch.  VIII  to  X  inclusive. 

Review  previous  work  as  needed  for  speed  and  accuracy :  the  four 
fundamental  processes ;  fractions,  decimals,  useful  denominate 
numbers,  simple  percentage  and  the  useful  applications  of  per¬ 
centage. 

Special  Work: 

1.  Figuring  profits  in  different  lines  of  business. 

a.  Excursions  to  various  local  industrial  establishments. 
Class  discussions  and  nroblems  relatin''-  to  these  industries. 

2.  Study  of  representative  vocations  and  professions  as  a  basis 
for  an  intellingent  choice  of  a  life  calling. 

3.  Mensuration  to  include  a  review  of  the  processes  in  finding 
areas  and  volumes  of  common  surfaces  and  solids :  rectangles, 
triangles,  parallelograms,  circles  and  cylinders. 

4.  Applications  of  square  root. 

5.  Simple  algebraic  equations. 

6.  Daily  work  in  oral  Arithmetic. 

7.  Omit :  long  method  of  finding  the  greatest  common  divisor ; 
most  of  the  lowest  common  multiple;  long  confusing  prob¬ 
lems  in  common  fractions ;  long  method  of  division  of  frac¬ 
tions;  complex  and  compound  fractions;  cube  root;  foreign 


66  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


exchange ;  areas  and  volumes  of  uncommon  figures  such  as 
areas  of  trapezoid  and  trapezium,  surfaces  and  volumes  of  a 
cone,  sphere,  pyramid,  and  frustum ;  partial  payments. 

METHODS:  1.  Mensuration:  Present  this  topic  objectively  by  the  use 
of  models  and  well  executed  drawings.  Apply  the  princi¬ 
ples  of  mensuration  of  surface  to  the  following  measure¬ 
ments  :  plastering,  carpeting ;  of  mensuration  of  volume 
to  the  following:  board  measure,  capacity  of  bins  and  cis¬ 
terns,  masonry  and  brick  work. 

2.  Review  problems :  This  semester’s  work  concludes  with  an 
extended  review.  It  should  include  problems  that  will 
round  out  and  intensify  the  pupils’  knowledge  of  arithme¬ 
tic  so  far  as  this  subject  has  been  presented. 

STANDARDS : 

At  the  end  of  this  year  fundamental  principles  should  be  thoroughly 
understood,  habits  of  accuracy  fixed,  and  readiness  and  a  fair  degree 
of  speed  in  ordinary  computations  attained.  Power  to  state  a  prob¬ 
lem  clearly,  to  analyze  it  logically,  to  choose  a  good  method  of  solu¬ 
tion,  and  to  do  the  work  by  the  shortest  method  should  have  been 
acquired. 

REFERENCES : 

Stone:  The  Teaching  of  Arithmetic. 

Klapper:  The  Teaching  of  Arithmetic. 

Stone-Millis :  Arithmetic. 

Hoyt  &  Peet :  Every-Day  Arithmetic. 

GENERAL  SCIENCE 

INTRODUCTORY : 

An  increasing  interest  as  to  what  science  shall  be  tauglit  in  the  Junior 
High  School  has  developed  with  the  progress  and  success  of  the  Junior 
High  School.  A  course  in  General  Science  is  rapidly  becoming  the  first 
course  of  the  science  sequence.  It  is  intended  for  immature  minds.  It 
includes  the  whole  broad  territory  of  the  physical  universe.  The  natural 
sciences  are  not  included  as  a  collection  of  sciences  but  the  course  is  so 
organized  that  the  pupil,  while  dealing  with  some  known  facts,  will  be 
continuously  relating  them  to  phenomena  about  him  which  are  of  vital 
interest  to  him  and  which  stimulate  the  mind  and  supply  it  with  the 
elementary  materials  of  thought.  The  laws  and  principles  of  the  physical 
sciences  are  of  primary  importance  in  dealing  with  home  and  school  en¬ 
vironment. 

AIMS:  The  fundamental  aim  for  the  teaching  of  general  science  is  to 
awaken  an  intelligent  interest  in  the  natural  environment  of  the 
pupil  to  the  end  that  he  may,  to  some  extent,  correctly  interpret 
that  environment  and  be  master  of  it.  The  wonderful  phenomena 
of  nature  must  be  made  of  vital  interest  to  the  pupils.  Every  op¬ 
portunity  should  be  embraced  to  stimulate  their  ielf-activity  and  to 
induce  them  to  use  the  knowledge  acquired.  If  a  child  is  to  reach 
maturity  with  a  proper  insight  into  physical  laws,  forces,  products, 
utilities,  and  inventive  appliances,  he  must  begin  early  to  observe 
closely  and  accurately  and  to  feed  the  spirit  of  inquisitiveness  and 
investigation.  It  thus  becomes  a  part  of  his  life  and  character. 
The  work  is  intended  to  stimulate  the  pupils  to  use  science  in  their 
constructive  work  and  to  lead  them  to  be  independent  as  they  de¬ 
velop  in  powers  of  observation  and  interpretation. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


67 


METHOD :  The  main  question  is  how  to  get  the  problems  of  science  before 
children  in  such  a  way  as  to  bring  them  to  the  best  exercise  of 
their  own  independent  powers  in  solving  them.  Each  object  in 
nature  raises  a  question.  Urge  pupils  to  ask  questions  about 
everything  they  see  of  which  they  desire  ai.  explanation.  Such 
procedure  will  suggest  many  problems  for  study.  The  pur¬ 
pose  of  such  instruction  is  more  than  to  get  the  facts  and  prin¬ 
ciples  into  the  mind  of  the  child.  Do  not  tell  him  how  a  tele¬ 
phone  works.  Get  him  to  working  with  a  telephone,  pulleys, 
etc.,  testing  out  advantages  by  working  with  them.  Get  the 
child  to  reach  his  own  conclusion,  answer  his  own  questions, 
he  may  not  reach  the  correct  conclusion  the  first  time,  but  use 
other  experiments  to  illustrate.  A  general  conclusion  may 
spring  from  an  observation  and  comparison  of  a  number  of 
different  experiments  of  the  same  class.  Tne  pupils  should 
construct  many  of  the  simpler  toys  and  home  appliances  used 
in  science  lessons,  such  as  the  kite,  windmill,  pump,  siphon,  lever, 
musical  instrument,  balloon,  etc.  Simple  home-made  apparatus 
is  better  than  elaborate  equipment. 

SCOPE:  7B  :  Geography — 3  days  per  week,  120  minutes  per  week. 

Physiology — 2  days  per  week,  80  minutes  per  week. 

Textbook  scope:  Geography,  Tarr  &  McMurrv,  Book  II, 
pp.  198-340. 

Physiology  and  Health,  Conn,  Book  II,  pp.  186  to 
end  of  book. 

7 A :  Geography — 3  days  per  week,  120  minutes  per  week. 

Physiology — 2  days  per  week,  80  minutes  per  week. 

Textbook  scope:  Geography,  Tarr  &  McMurrv  Book  II, 
pp.  341-415. 

^Physiology,  studied  by  topics  prepared  by  reference  study. 
PREFERENCES : 

Ritchie :  Human  Physiology. 

Caldwell  and  Eikenberry :  General  Science. 

Snyder:  First  Year  Science,  Chapter  VI. 

Hodgdon :  Elementary  General  Science,  Chapters  VII,  IX. 

Barber:  First  Course  in  General  Science,  Chapters  VII,  VIII. 

Lake:  General  Science,  Chapters  XIX  to  XXIV  inclusive. 

SCOPE:  8B :  General  Science,  4  days  per  week,  160  minutes  per  week. 

Text:  Caldwell  and  Eikenberry,  General  Science,  Omit 
Chapters  VII,  VIII,  IX,  XI  and  part  III. 

References  : 

Hodgdon:  Chapters  I,  II,  III,  VIII,  XIII. 

Snyder :  Omit,  Chapters  III,  VI. 

Lake:  General  Science,  Chapters  I,  II,  V,  VI,  VII,  XIV- 
XVIII  inclusive. 

Barber:  First  Course  in  General  Science,  Chapters  IV,  V,  VI. 

8A :  General  Science,  4  days  per  week,  160  minutes  per  week. 

Text:  Hodgdon,  Elementary  General  Science,  omitting 
chapters  I,  II,  III,  VII,  VIII,  IX,  Xlll. 

References : 

Caldwell  and  Eikenberry:  Chapter  XI  and  Part  III. 

Snyder:  Chapter  III. 

Lake :  General  Science,  Chapters  III,  IV,  VIII,  IX,  XI,  XII, 
XIII. 

Barber:  Chapters  I,  II.  HI.  IX,  X. 


68 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


miiimiiiiiiiiiiiiimmiimiiiD 


BRIEF  OUTLINE  OF  TOPICS: 

7  B:  Geography:  The  Earth;  Latitude;  Longitude  and  Standard  Time  ; 
Winds  and  Rain ;  Ocean  Movements,  and  Their  Effects ;  Distribution 
of  Temperature;  Plants,  Animals  and  Peoples  of  the  Earth;  South 
America ;  Europe. 

Note:  Textbook  supplemented  by  extensive  supplementary  readings 
in  industry,  trade  and  commerce,  transportation,  and  related  sci¬ 
ence.  See  Course  of  Study  in  Geography. 

Physiology:  How  the  Body  is  Made  Movable;  Bones  and  Joints;  Ex¬ 
ercise  ;  Strength  and  Grace  of  Body ;  Removal  of  Body  Wastes ; 
Structure  and  Function  of  the  Skin  ;  I  aking  Care  of  the  Skin ;  Skin 
Defects  and  Diseases ;  The  Governing  Mechanism ;  Involuntary  and 
Reflex  Actions ;  Better  Government  of  the  Body ;  Interference  with 
the  Control  of  the  Body ;  The  Part  Played  by  the  Special  Senses : 
Sight,  Hearing,  and  Other  Senses;  Safety  First:  Public  Hygiene. 

7 A :  Geography  :  Asia,  Africa,  Australia,  and  Island  Groups.  Review  of 
United  States  and  Comparison  with  Other  Countries.  Review  of  the 
Geography  of  the  State. 

Note:  Textbook  supplemented  by  extensive  supplementary  readings 
in  industry,  trade  and  commerce,  transportation,  and  related  sci¬ 
ence.  See  Course  of  Study  in  Geography. 

Physiology:  Food  and  Nutrition;  Relation  of  Air  to  Food  Manu¬ 
facture  ;  Dusts,  Molds  and  Bacteria  of  Air ;  Distribution  of  Bacteria 
and  Other  Disease  Germs ;  The  Live  Part  of  the  Earth :  Plants ; 
From  an  Economic  Standpoint;  Animal  Life;  Community  Sanitation. 

8B  :  General  Science:  The  Air;  Weather;  Seasons;  Climate  and  Health; 

Ventilation;  Water  and  Its  Uses;  Surface  Water,  Drainage,  Irriga¬ 
tion  ;  The  Earth  in  Relation  to  Other  Astronomical  Bodies ;  The 
Earth’s  Crust ;  Rocks.  Soils ;  Life  Upon  the  Earth  as  Related  to 
Physical  Conditions;  The  Sea;  Coast  Lines ;  Water,  Ice,  and  Wind 
Sculptures;  High  and  Low  Areas  of  the  Earth;  Volcanoes;  Matter, 
Form,  Properties  and  Changes  In. 

8A :  General  Science:  Heat:  Transmission,  Expansion  and  Measurement 
of;  Oxidation  and  Its  Relation  to  Life;  Production  and  Use  of 
Light  and  Heat;  Light  and  Its  Relation  to  the  World;  Electricity; 
,  Magnetism;  Sound;  Energy  and  Force;  Machines  and  Work. 

Projects:  Make  a  kite.  Fly  it.  Have  a  kite  tournament  at  ball 
park.  Make  a  balloon.  Send  it  up.  Make  h  windmill  of  paper  and 
of  wood  ;  a  pop  gun,  using  a  glass  tube  and  a  potato ;  a  lift  pump ;  a 
musical  instrument ;  a  color  top ;  a  tincan  telephone ;  pinhole  camera ; 
lenses  of  watch  crystals ;  microscope ;  telescope ;  manufacture  gas 
of  coal  and  wood  in  clay  pipe  sealed  with  clay ;  toy  motor ;  electric 
toaster;  telegraph  instrument;  arc  light  made  of  lead  pencils,  etc. 
Visit  the  Plow  Factory,  p;>wer  plant;  ice  plant;  gas  plant;  water 
works. 


HISTORY 

The  following  outline  is  merely  suggestive  of  the  work  to  be  covered.  For 
complete  outline  see  detailed  Course  of  Study  in  History. 

TIME:  Four  forty  minute  periods  per  week. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  69 


AIMS:  The  teacher  should  have  clearly  in  mind  the  large  aims  of  the  work, 
namely : 

1.  To  develop  inquiring  interest  in  the  subject. 

2.  To  stimulate  patriotic  feeling  and  thinking;  the  patriotic  point 
of  view. 

3.  To  furnish  noble  ideals  for  true  American  living. 

4.  To  understand  the  world-relrtions  of  our  country,  and  our  duty 

as  patriotic,  efficient  Am  &  icans. 

The  subject  should  be  presented  in  big,  broad  movements.  Mem¬ 
orizing  facts  in  outline  should  constitute  only  a  small  part  of  the 
work. 

SCOPE:  The  work  of  the  Sixth,  Seventh  and  Eighth  Grades  should  pre¬ 
sent  one  continuous  story.  The  first  part  presents  the  European  be¬ 
ginnings  of  American  civilization,  discloses  how  and  why  the  new 
world  was  discovered  by  the  old,  and  shows  America  as  the  heir 
of  Europe.  The  teacher  of  the  Seventh  Grade  should  be  thorough¬ 
ly  familiar  with  this  background  and  make  frequent  use  of  it  for 
comparative  studies  and  for  tracing  lines  of  development. 

The  second  part  of  the  story  begins  with  the  permanent  settlement 
of  the  Atlantic  coast  by  the  English  and  their  rivals,  tells  how  and 
why  these  Europeans  came  here  to  live,  what  problems  they  had  to 
meet,  how  the  English  obtained  the  mastery  over  all  rivals,  develop¬ 
ed  their  industries  and  institutions  and  increased  in  numbers  until 
they  formed  an  American  people,  how  this  people  broke  away  from 
the  mother  country  to  form  a  new  nation,  their  problems  in  form¬ 
ing  a  new  government,  of  their  period  of  grave  foreign  entangle¬ 
ment,  and  of  how  they  enlarged  their  territory  and  successfully 
built  a  new  and  distinctive  nation. 

From  this  point  the  work  of  the  Eighth  Grade  proceeds,  and  the 
teacher  of  the  Seventh  Grade  should  also  be  familiar  with  the  rest 
of  the  story  and  realize  that  her  work  should  contribute  to  an  un¬ 
derstanding  of  the  later  events  and  of  the  conditions  and  problems 
of  the  present  time. 

7 B  :  First  Semester. 

Chapters  I  to  XIX — Bourne  and  Benton’s  History  of  the  United  States. 

Large  movements  and  problems : 

1.  Discovery  and  exploration,  1492-1607. 

Brief  treatment;  review  from  Sixth  Grade. 

2.  Colonization,  1607-1760. 

Choose  for  intensive  study  tvpical  colonies  as : 

Virginia — Royal  Province  type. 

Massachusetts — Chartered  colony  type. 

Pennsylvania — Proprietary  type. 

Maryland — Proprietary  type. 

Life  and  government  in  the  colonies.  Make  the  problems  of 
the  colonists  the  problems  of  the  pupils. 

French  and  Dutch  colonization  in  America. 

Colonial  Wars :  English  and  French  struggle  for  supremacy, 
1688-1763. 


70  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

. . . . . . . . . . . . . . . . . . . 


3.  Revolutionary  War  Period,  1760-1783. 

Conditions  and  incidents  leading  to  an  open  break  with  the  mother 
country :  England’s  attitude  toward  colonies ;  colonies  attitude 
toward  England. 

The  War:  Emphasize  campaigns  rather  than  battles.  Go  into 
details  only  to  visualize  and  make  the  general  facts  more  inter¬ 
esting.  Commercial  and  Economic  conditions.  Westward  ex¬ 
pansion  during  war. 

Results:  Terms  of  peace;  changes  in  government  of  people. 

7 A :  Second  Semester. 

Constitutional  Period.  1789-1848.  Chapters  XX-XXXI  of  text. 

1.  Making  of  the  Constitution,  1683-1789. 

The  critical  period.  Why  articles  failed.  How  the  constitu¬ 
tion  was  made ;  compromises  and  adoption. 

2.  Period  of  foreign  influence,  1789-1823. 

Influence  of  France  and  Europe  on  United  States  government. 
Climax — War  of  1812.  Gave  commercial  independence  to  United 
States. 

Foreign  influence  practically  ceased  with  the  Monroe  Doctrine, 
1823. 

3.  The  Evolution  of  Industry. 

Industrial  Revolution  and  the  beginning  of  the  factory  system. 
Minerals — coal  and  iron  develop  the  Great  Lakes  country.  In¬ 
troduction  of  railroads,  1830.  Panic  of  1837. 

4.  Westward  Expansion:  Louisiana  Purchase,  1803;  Lewis  and 
Clarke  Expedition;  Annexation  of  Texas;  Mexican  War;  Ore¬ 
gon  Compromise. 

5.  Period  of  growing  power  of  people :  Extended  suffrage  rights ; 
separation  of  Church  and  State;  Downfall  of  King  Caucus; 
Labor  Unions;  Notable  strikes;  Reforms  of  Labor  Unions  and 
Humanitariums — Penal  Laws  ;  Educational  System. 

8B :  First  Semester. 

Civil  War  and  Period  of  Economic  Improvement — Chapter  XXXII  to 
close  of  book.  (If  time  is  lacking,  omit  chapters  45  and  46  to  be  taken 
with  subjects  as  offered  in  Community  Civics  outline.) 

1.  Civil  War  Period.  1848-1865. 

Note:  It  is  helpful  and  interesting  at  this  time  to  take  a  re¬ 
view  of  the  history  of  slavery  in  America.  (Use  index  of  text 
for  reference.  Make  a  chronological  outline). 

a.  Expansion  makes  slavery  question  dominant. 

Missouri  Compromise ;  Clay  Compromise. 

b.  Great  Statesmen  of  the  period : 

Clay,  Calhoun  and  Webster,  followed  by 
'North— 

Seward,  Chase,  Sumner. 

South — 

Douglas,  Jefferson  Davis,  Stephens. 

c.  Influence  which  drew  the  North  and  South  apart: 

Industrial  and  Commercial  conditions. 

d.  The  War,  April  15,  1861-18 65. 

Compare  the  resources  of  the  North  and  South ;  England’s 
attitude  toward  the  war ;  Campaigns  briefly. 

2.  Reconstruction  Period — 1865-1876. 

Lincoln’s  death  caused  much  of  the  difficulty  of  reconstruction. 
Struggle  between  Johnson  and  Congress. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  71 

iiiiikiiiiiiiiiiiiiaiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiciiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiililiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim 


Plans  put  forth  for  reconstruction :  One  finally  adopted ;  how 
it  was  carried  out  by  states. 

Carpet  Bagger’s  rule :  Ku  Klux  Klan. 

Questions  of  international  interest :  Alabama  claim ;  settlement 
of  Mexican  trouble  (Test  of  Monroe  Doctrine)  ;  Purchase  of 
Alaska;  Tendency  toward  democratic  government  in  other 
countries. 

3.  Period  of  economic  improvement,  1876. 

a.  Problems  of  westward  colonization : 

In  middle  and  far  west:  Railroad  building;  Indian  ques¬ 
tion — reservations  ;  citizenship  ;  conquering  the  last  barrier ; 
development  of  western  industry. 

b.  Rebuilding  the  South.  Show  how  the  Soutn’s  unprepared¬ 
ness  during  the  Civil  War  taught  them  the  lessons  which 
were  needed  to  develop  the  resources  of  the  South. 

c.  Industrial  progress.  New  factory  systems  ;  Use  of  iron,  coal 
and  steel;  big  business  and  Trusts;  immigration;  labor  un¬ 
ions — strikes. 

d.  Improved  methods  of  government.  Spoils  system  and  Civil 
Service  reforms ;  commission  form  of  government ;  direct 
primaries  and  short  ballot. 

e.  Educational  advancement. 

f.  Territorial  expansion:  Spanish- American  War;  acquisition 
of  new  territory;  America’s  policy  in  territories — Govern¬ 
ment,  Improvements ;  America’s  recent  foreign  policy — in 
China,  International  Peace  convention. 

4.  The  Great  War  : 

a.  Europe  on  fire. 

b.  American  neutrality;  President’s  proclamation;  reasons  for 
American  neutrality;  difficulties  in  way  of  strict  neutrality. 

c.  Submarine  outrage :  The  Lusitania  sunk ;  America’s  protest. 

d.  War  with  Germany  and  Austria:  Germany  renews  unre¬ 
stricted  submarine  warfare ;  German  intrigue  in  United 
States;  War  declared;  allies  of  America. 

e.  The  German  autocracy:  Nature  of  the  German  Empire; 
Prussia  almost  an  absolute  monarchy ;  The  Hohenzollern  rule 
and  its  dream  of  world  domination ;  the  need  of  crushing 
German  militarism. 

f.  A  democracy  at  war:  The  draft;  war  taxes;  National  con¬ 
trol  of  food,  fuel,  and  transportation,  express,  telegraph  and 
telephone. 

REFERENCES : 

Bourne:  Teaching  History  and  Civics. 

Johnson:  Teaching  History  in  Elementary  and  Secondary  Schools. 

Robinson  &  Beard :  Readings  in  Modern  European  History. 

Simpson  :  Supervised  Study  in  History. 

Wayland:  How  to  Teach  American  History. 

Publicity  Committee :  Pamphlets. 

Society  of  International  Conciliation :  Pamphlets. 

Other  Government  Bulletins. 

Bone:  Geographic  Facts  in  the  Teaching  of  American  History. 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


72 


8A :  Second  Semester  : 

Community  Civics,  12  weeks ;  Illinois  History,  6  weeks. 

“Civics,  as  the  study  of  the  machinery  of  government,  has  small  place  in 
the  elementary  grades.  As  a  study  of  community  activities  it  is  a  vital 
part  of  history,  geography,  hygiene,  home  economics,  household  arts, 
arithmetic  and  current  events.  The  use  which  the  child  is  taught  to 
make  of  history  and  geography  knowledge  should  have  a  social  ef¬ 
fect.  The  training  resulting  from  reasoning  upon  the  facts  he  learns 
and  from  forming  individual  judgments  makes  for  social  efficiency. 
The  study  of  home  and  neighborhood  life  even  in  the  kindergarten; 
that  of  primitive  pioneer  life,  with  its  need  of  union  for  protection ; 
that  of  migration  from  an  older  community  into  a  new  section  leading 
into  the  study  of  problems  like  immigration  and  the  development  of 
transportation  are  social.  The  civic  element  enters  largely  into  the 
study  of  foods  and  markets  in  connection  with  home  economics,  of 
textiles  in  household  arts,  and  of  community  hygiene. 

“Citizenship  has  never  meant  so  much  as  it  does  now.  As  if  in  answer  to 
the  great  need  for  training  to  meet  the  increasing  responsibilities  of 
community  life,  our  children  are  taking  a  larger  part  in  community 
activity  than  ever  before,  thus  securing  early  practice  in  citizenship. 
It  is  the  part  of  the  school  to  further,  in  every  way  possible,  civic  ac¬ 
tivities,  such  as  Clean-up  Week,  and  active  participation  in  war  work, 
but,  beyond  this,  there  is  need  for  positive,  definite  instruction  in 
civics  which  will  give  correct  attitudes  and  ideals.” — Denver  Course  of 
Study,  1918. 

SCOPE:  Community  Civics: 

Textbooks  prescribed  by  the  Civics  outline.  See  Course  of  Study. 

Emphasis :  The  civic  duty  of  each  pupil  as  a  citizen  of  Mon¬ 
mouth,  of  Illinois,  and  of  United  States. 

Illinois  History  : 

Text — Smith’s  History  of  Illinois. 

Supplementary  Readings : 

Mather’s  History  of  Illinois. 

Robinson’s  History  of  Illinois 
Nida’s  History  of  Illinois. 

Note  :  Follow  outline  in  Course  of  Study,  modifying  and  supplementing 
where  necessary. 


HOME  ECONOMICS 

SEVENTH  GRADE— SEWING : 

TIME:  90  minutes  per  week. 

AIMS:  To  teach  crochet,  button  holes,  simple  embroidery  and  skill  in  use 
of  machine. 

Application  Projects: 

a.  Review  button  hole  stitch — make  model  button  holes. 

b.  Embroider :  guest  towel,  doilie,  pin  cushion,  letter  on  hand¬ 
kerchief  or  napkin. 

c.  Crochet:  rag  rug,  wash  rag,  lace  or  yoke  for  nightgown. 

d.  Learn  parts  of  machine  and  practice  stitching  on  hot-holder, 
laboratory  cap,  sleeve  protectors  and  cover-all  apron  (these 
for  use  in  cooking  class). 

e.  Nightgown  or  princess-slip  on  which  both  machine  and 
handwork  are  emphasized. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  73 

. . . . . 


EIGHTH  GRADE— SEWING  AND  COOKING: 

TIME:  Sewing  70  minutes  per  week;  Cookin^  75  minutes  per  week. 
Sewing:  Application  Projects: 

a.  An  article  of  underwear  for  pupil,  or  simple  dress  for  some 
member  of  family. 

b.  Review  of  darning — pupil  bringing  some  of  family  darning 
to  be  done  in  class. 

c.  Plain  white  skirts  and  middy  blouses  or  very  simple  one- 
piece  white  dress. 

Cooking : 

To  prepare  girls  for  high  school  work  and  to  arouse  in  them 
interest  enough  in  cooking  to  want  to  help  at  home. 

General  Outline 

1.  Sanitation:  Laboratory  rules,  and  directions  for  work. 

2.  Measurements :  Laboratory  work  to  apply  rules.  Beverages. 

3.  Care  of  dining  room  and  serving. 

4.  Meals — Discuss  food  values  with  each  lesson. 

In  five  or  six  lessons  teach : 

a.  Fresh  vegetables — Example  of  application — Lettuce  Salad. 

b.  Fresh  fruits — Example  of  application — Coddled  apples. 

c.  Potatoes — Example  of  application — Riced  potatoes. 

d.  Eggs — Example  of  application — Poached  eggs. 

e.  Milk — Example  of  application — Hot  chocolate. 

f.  With  all  or  a  part  of  the  above  serve  a  breakfast  or  lunch. 

5.  Meal : 

a.  Root  vegetables  and  white  sauces — Example  of  application — 

„  creamed  potatoes. 

b.  Dried  fruit — Example  of  application — Prune  pudding  or  Apri¬ 
cot  Custard. 

c.  Cheese — Example  of  application — Welsh  rarebit. 

d.  Cereals — Example  of  application — Mush,  pop-corn  balls. 

e.  Fats — Example  of  application — Cornmeal  croquettes. 

f.  Serve  a  meal. 

6.  Meats  and  Substitutes. 

7.  Fish. 

8.  Batters. 


INDUSTRIAL  ARTS 


SEVENTH  GRADE. 

TIME :  160  minutes  per  week. 

WORK:  7B — First  Semester:  Concrete. 

The  purpose  is  to  give  the  boys  an  introduction  to  the  composi¬ 
tion,  manufacture,  characteristics,  uses,  and  handling  of  con¬ 
crete.  To  connect  up  with  wood  work  a  few  simple  wooden 
tools  are  made :  straight  edge,  wooden  trowel,  measuring  box ; 
a  further  correlation  with  wood  work  is  made  in  the  construc¬ 
tion  of  forms  for  models,  casts,  foundations,  etc.  Projects  con¬ 
sist  of :  flower-pots,  window-boxes,  bird  baths,  etc.  The  class 
also  do  small  jobs  of  work  needed  about  the  schools  and  for 
patrons. 


74  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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7  A — Second  Semester  :  Electrical  work. 

An  elementary  course,  mostly  of  an  experimental  nature,  supple¬ 
mented  with  talks,  demonstrations,  outside  readings  and  class 
reports.  No  attempt  is  made  to  explain  the  deeper  theories  of 
electricity,  but  rather  to  teach  the  boys  what  electricity  does. 
Shop  drawing  is  correlated  with  the  work. 

The  projects  for  this  work  are:  Making  magnets,  batteries, 
electro-magnets ;  installing  regular  telegraph,  telephone  and  elec¬ 
tric  call  bells  and  electric  light  systems ;  construction  of  motor, 
induction  coil.  etc. 

Whenever  electrical  wiring  needs  to  be  done  for  the  schools,  the 
work  is  turned  over  to  this  class  if  it  is  within  their  abilities. 
Some  good  jobs  have  been  done. 

EIGHTH  GRADE. 

TIME:  160  minutes  per  week. 

WORK:  8B — First  Semester:  Cabinet  work  and  Joinery;  Shop  sketching. 

This  course  aims  to  give  practice  in  the  more  difficult  types  of 
joinery  which  yet  are  within  the  ability  of  an  eighth  grade 
boy.  Each  problem  involves  the  fitting  together  or  joining  of 
two  or  more  members  to  form  a  completed  project.  Most  of  the 
common  joints  are  employed,  including  the  half  lap,  rabbeted, 
bridle,  matched,  mortise  and  tenon,  and  doweled.  It  is  thought 
that  the  multiple  dovetail  is  too  difficult ;  also  fancy  panelling. 
The  finishes  emphasized  are  stain,  shellac,  wax,  oil,  and  paint. 
The  pupils  make  a  shop  drawing  of  each  project  before  under¬ 
taking  its  construction,  thus  correlating  elementary  drawing  with 
their  shop  constructions. 

In  the  shop  there  are  listed  over  fifty  projects  from  which  the 
boys  may  choose.  In  addition  to  the  problems  regularly  on  file, 
the  boys  bring  in  a  variety  of  practical  problems  of  their  own. 
Some  bring  furniture  from  home  and  repair  it  at  the  school 
shop.  The  boys  also  do  a  good  deal  of  repair  and  new  ob¬ 
struction  work  for  the  schools ;  such  as  building  bulletin  boards, 
flower  boxes,  etc.,  and  repairing  seats  and  other  equipment. 
Whenever  a  boy  does  not  want  to  make  anything  for  himself  he 
is  put  on  one  of  the  school  jobs.  The  boys  pay  for  the  cost 
of  the  material  entering  into  any  project  which  they  are  con¬ 
structing  for  themselves. 

8A — Second  Semester:  Carpentry  and  Cabinet  Work. 

The  interest  and  the  instruction  in  the  course  center  around 
some  real  carpentry  jobs  which  the  class  undertakes  during  the 
semester.  These  real  jobs  are  in  the  form  of  contracts  for 
building  garages,  sheds,  small  houses,  repairing  buildings,  etc. 
The  garage  makes  an  ideal  problem  for  such  a  class  to  start  on. 
After  a  garage  has  been  completed  a  small  house  may  safely  be 
undertaken.  During  the  present  semester  the  carpentry  class 
is  building  a  garage  and  adding  a  kitchen  to  a  house. 

Cabinet  work  supplements  the  work  in  carpentry.  It  follows  the 
usual  line  of  projects,  avoiding  those  either  too  difficult  or  too 
heavy  to  manage  well  in  the  shop. 

For  detailed  courses  of  Seventh  and  Eighth  Grade  work  see 
detailed  Course  of  Study  in  Industrial  Arts. 

PHYSICAL  EDUCATION 

SEVENTH  GRADE. 

TIME :  60  minutes  per  week. 

Boys  and  Girls  divided. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  75 

. . . 

Girls  have  four  divisions  of  work:  Formal  gymnastics,  folk  dances,  games, 
and  group  athletics.  Boys  have  formal  gymnastics,  games  and  athletics. 

The  work  is  a  continuation  of  Fifth  and  Sixth  Grade  work.  Each  phase  of 
it  is  just  a  little  more  complicated  as  suits  the  requirements  of  Seventh 
Grade  pupils.  Higher  standards  are  required  in  athletic  events  and  new 
ones  are  added  to  stimulate  the  interest. 

Games  are  of  the  highly  organized  type.  Inter-class  and  inter-school  games 
are  encouraged.  The  sense  of  fair  play  and  a  sportsman-like  spirit  are 
developed.  Most  Seventh  Grade  pupils  have  the  “habit”  of  good  posture 
and  give  personal  evidence  of  previous  and  present  training  in  hygiene. 

EIGHTH  GRADE. 

TIME:  60  minutes  per  week. 

Boys  and  Girls  divided.  Eighth  Grade  work  is  combined  with  that  of  the 
Seventh  Grade. 

Girls’  group :  Athletics  hold  a  prominent  place  in  Eighth  Grade  Physical 
Training,  not  as  an  imitation  of  boys’  athletics,  but  as  a  development 
toward  athletics  suitable  for  girls.  Their  aim  is  to  interest  all  girls  in 
out-door  activities  and  to  develop  the  habit  of  wholesome  recreation. 
Develop  team  work  rather  than  individual  work ;  aim  for  endurance, 
accuracy,  skill  and  recreation. 

FINE  ARTS 


SEVENTH  GRADE. 

TIME:  40  to  60  minutes  per  week. 

Emphasis  on  household  decoration ;  book  containing  working  plans  for  a 
house,  notes  on  woodwork,  wall  coverings,  floor  coverings,  furniture, 
bric-a-brac,  pictures,  and  plans  for  each  room  of  an  ideal  home;  flower 
studies,  designs  in  landscape,  color  harmonies,  applied  to  household  dec¬ 
oration ;  object  drawing  in  pastello  on  toned  paper;  drawing  in  color  of 
views  of  a  simply  furnished  room ;  stencilling  and  woodblock  printing 
applied  to  household  decoration ;  design  for  book  cover  for  household 
decoration  book. 

Art  Appreciation :  Pictures  suitable  for  home  decoration. 

EIGHTH  GRADE. 

TIME :  40  to  60  minutes  per  week. 

Art  Appreciation :  Landscapes,  mural  decoration,  religious  paintings,  por¬ 
traits  and  statuary,  study  of  composition  arrangement,  rhythm  and  bal¬ 
ance,  color,  tone  and  harmony ;  a  short  course  in  history  of  art ;  letter¬ 
ing,  poster  making. 

MUSIC— SEVENTH  AND  EIGHTH  GRADES 

TIME:  60  minutes  per  week. 

AIMS:  Completing  those  of  previous  years.  Enjoyment  of  singing. 

MATERIAL:  7th  Year:  Progressive  Book  III.  Use  best  folk  songs,  pat¬ 
riotic  songs,  good  hymns,  and  other  songs  needed  for 
special  occasions. 

8th  Year:  Progressive  Book  IV.  Glee  Club  songs.  Com¬ 
munity  singing.  Orchestra. 


76  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

. . . . . . . . . . . . . . . . . . . . . „„„„ . . . 


LIST  OF  BOOKS  FOR  COLLATERAL  READING 

Note:  The  following  book  list  has  been  prepared  for  the  benefit  of 
teachers  and  patrons  who  may  desire  or  need  to  become  better  informed  upon 
the  several  subjects  or  phases  of  education  included  in  the  list.  Only  a  few 
titles  are  included  under  each  heading,  but  they  are  representative  of  the 
best  books  in  the  field,  and  present  clearly  the  trend  in  modern  education. 

GENERAL 

Bagley:  Class-Room  Management,  Macmillan  Co.,  1910. 

Betts:  Class-Room  Methods  and  Management,  Bobbs-Merrill,  1917. 

Butler:  The  Meaning  of  Education  {Rev.  Ed.),  Macmillan  Co.,  1912. 
Charters:  Teaching  the  Common  Branches,  Houghton-Mifflin  Co.,  1917. 
Charters:  Methods  of  Teaching,  Row,  Peterson  &  Co.,  1912. 

Colegrove :  The  Teacher  and  the  School,  Scribner’s,  1910. 

Freeman:  The  Psychology  of  the  Common  Branches,  Houghton-Mifflin 
Co.,  1916. 

Kendall  and  Mirick:  How  to  Teach  the  Fundamental  Subjects,  Houghton- 
Mifflin  Co.,  1915. 

Wilson  and  Wilson:  The  Motivation  of  School  Work,  Houghton-Mifflin 
Co.,  1916. 


ARITHMETIC 

Brown  and  Coffman:  How  to  Teach  Arithmetic,  Row,  Peterson  &  Co.,  1914. 
Klapper :  The  Teaching  of  Arithmetic,  D.  Appleton  &  Co.,  1917. 

McMurry:  Special  Method  in  Arithmetic,  The  Macmillan  Co.,  1906. 
Suzzallo :  The  Teaching  of  Primary  Arithmetic,  Houghton-Mifflin  Co.,  1902. 
Stone:  The  Teaching  of  Arithmetic,  Benjamin  Sanborn  Co.,  1917. 

ENGLISH-LANGUAGE  AND  GRAMMAR 

Chubb:  The  Teaching  of  English,  Macmillan  Co.,  1909. 

Cooley:  Language  Teaching  in  the  Grades,  Houghton-Mifflin  Co.,  1913. 
Deming:  Language  Games  for  All  Grades,  Beckley-Cardy  Co.,  1914. 

Hosic :  Elementary  Course  in  English,  University  of  Chicago  Press. 
Klapper:  The  Teaching  of  English,  D.  Appleton  Co.,  1915. 

Leonard:  English  Composition  as  a  Social  Problem,  Houghton-Mifflin,  1917. 
McMurry :  Special  Method  in  Language,  The  Macmillan  Co.,  1906. 
McClintock:  Literature  in  the  Elementary  School,  University  of  Chicago 
Press. 

Palmer:  Self-Cultivation  in  English,  Houghton  Mifflin  Co. 

GEOGRAPHY 

Brigham:  Geographic  Influences  in  American  History,  Ginn  &  Co.,  1903. 
Dodge  and  Kirchwey:  The  Teaching  of  Geography  in  Elementary  Schools, 
Rand,  McNally  &  Co.,  1906. 

Holtz:  Principles  and  Methods  of  Teaching  Geography,  The  Macmillan  Co., 

1913. 

McMurry:  Special  Method  in  Geography,  The  Macmillan  Co.,  1904. 
Sutherland:  The  Teaching  of  Geography,  Scott,  Foresman  Co.,  1909. 

HISTORY  AND  CIVICS 

Allen:  The  Place  of  History  in  Education,  D.  Appleton  &  Co. 

Brigham:  Geographic  Influences  in  American  History,  Ginn  &  Co.,  1903. 
Dunn:  Civic  Education  in  Elementary  Schools,  U.  S.  Bureau  of  Education, 
1915. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  77 

imimiiiiimiimmmmiimmiiiimmmi . . . . . . . . . immimimmimiimmiiiimi . mum 

Field  and  Nearing:  Community  Civics ,  The  Macmillan  Co.,  1916. 

Hartwell:  The  Teaching  of  History,  Houghton  Mifflin  Co.,  1913. 

Hill:  The  Teaching  of  Civics,  Houghton  Mifflin  Co.,  1915. 

Johnson:  The  Teaching  of  History,  The  Macmillan  Co.,  1916. 

Mace:  Methods  in  History,  Rand,  McNally,  1914. 

Semple:  American  History  and  Its  Geographic  Conditions,  Houghton  Mif 
flin  Co.,  1903. 

INDUSTRIAL  AND  VOCATIONAL  EDUCATION 

Allen :  Business  Employments,  Ginn  &  Co.,  1916. 

Bloomfield:  Readings  in  Vocational  Guidance,  Ginn  &  Co.,  1915. 

Brewer:  The  Vocational  Guidance  Movement,  The  Macmillan  Co.,  1918. 
Crawshaw  and  Selvidge :  The  Teaching  of  Manual  Arts,  1913. 

Davis:  Vocational  and  Moral  Guidance,  Ginn  &  Co.,  1915. 

Dopp :  The  Place  of  Industries  in  Elementary  Education,  University  of  Chi¬ 
cago  Press,  1909. 

Gowin  and  Wheatley :  Occupations,  Ginn  &  Co.,  1916. 

Eliot:  The  Concrete  and  Practical  in  Modern  Education,  Houghton  Mif¬ 
flin  Co.,  1913. 

Leake :  Industrial  Education,  Houghton  Mifflin  Co.,  1913. 

Laselle  and  Wiley:  Vocations  for  Girls,  Houghton  Mifflin  Co. 

Leavitt:  Examples  of  Industrial  Education,  Ginn  &  Co.,  1912. 

Leavitt  and  Brown :  Prevocational  Education,  Houghton  Mifflin  Co.,  1915. 
Scott:  Social  Education,  Ginn  &  Co.,  1908. 

Row:  The  Educational  Meaning  of  Manual  Arts  and  Industries,  Row,  Pet¬ 
erson  &  Co.,  1909. 

Weaver  &  Byler :  Vocations  for  Boys,  A.  S.  Barnes,  1915. 

Weaver:  Vocations  for  Girls,  A.  S.  Barnes,  1915. 

PHYSICAL  EDUCATION,  HEALTH  AND  HYGIENE 

Ayers:  Health  Work  in  Public  Schools,  Cleveland  Survey,  1915. 

Bancroft:  The  Posture  of  School  Children,  The  Macmillan  Co.,  1913. 

Curtis :  Education  through  Play,  The  Macmillan  Co. 

Curtis :  Play  and  Recreation,  Ginn  &  Co. 

Dressier :  School  Hygiene,  The  Macmillan  Co.,  1913. 

Hoag  &  Terman:  Health  Work  in  the  Schools,  Houghton  Mifflin  Co.,  1914. 
Johnson :  Education  by  Plays  and  Games,  Ginn  &  Co. 

Rapeer :  Educational  Hygiene,  Chas.  Scribner’s  Sons,  1915. 

Terman:  The  Hygiene  of  the  School  Child,  Houghton  Mifflin  Co.,  1914. 
Terman:  The  Teacher's  Health,  Houghton  Mifflin  Co. 

READING  AND  LITERATURE 

Bolenius :  Teaching  Literature  in  Grammar  Grades,  Houghton  Mifflin  Co. 
Bryant:  Stories  to  Tell  to  Children,  Houghton  Mifflin  Co.,  1905. 

Bryant:  How  to  Tell  Stories  to  Children,  Houghton  Mifflin  Co.,  1907 
Briggs  and  Coffman:  Reading  in  Public  Schools  {Rev.  Ed.),  Row,  Peter¬ 
son  Co.,  1911. 

Coe:  The  First  Book  of  Stories  for  the  Story  Teller,  Houghton  Mifflin  Co., 

*  1910. 

Coe:  The  Second  Book  of  Stories  for  the  Story  Teller,  Houghton  Mifflin 
Co.,  1913. 

Finley:  Blackboard  Work  in  Reading,  Benjamin  Sanborn  Co. 

Haliburton  and  Smith:  Teaching  Poetry  in  the  Grades,  Houghton  Mifflin 
Co.,  1911. 

Harrison  :  In  Storyland. 

Huey:  The  Psychology  and  Pedagogy  of  Reading,  The  Macmillan  Co.,  1908. 
Klapper :  Teaching  Children  to  Read,  D.  Appleton  Co.,  1916. 


78 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


Lyman:  Story  Telling :  What  to  Tell  and  How,  A.  C.  McClurg,  1915. 
MacClintock:  Literature  in  the  Elementary  School,  University  of  Chicago 
Press. 

Judd:  Reading :  Its  Nature  and  Development,  University  of  Chicago  Press, 
1918. 

Sherman  and  Reed:  Essentials  of  Teaching  Reading,  University  Publishing 
Co.,  1916. 

Wiggin:  The  Story  Hour,  Houghton  Mifflin  Co. 

TEACHING  CHILDREN  TO  STUDY 

Earhart:  Teaching  Children  to  Study,  Houghton  Mifflin  Co.,  1909. 

Jones:  Teaching  Children  to  Study,  The  Macmillan  Co.,  1909. 

Hall-Quest:  Supervised  Study,  The  Macmillan  Co.,  1918. 

McMurry:  How  to  Study,  Houghton  Mifflin  Co.,  1909. 

Sandwick:  What  to  Study  and  How  to  Study,  D.  C.  Heath,  1915. 

Whipple:  How  to  Study  Effectively,  Public-School  Pub.  Co.,  1916. 

SPELLING 

Ayers:  The  One  Thousand  Commonest  Words,  Russell  Sage  Foundation, 
1916. 

Cook  and  O’Shea:  The  Child  and  His  Spelling,  Bobbs-Merrill  Co.,  1914. 
Suzzallo :  The  Teaching  of  Spelling,  Houghton  Mifflin  Co.,  1913. 

Wallin:  Spelling  Efficiency,  Warwick  &  York,  1911. 

WRITING 

Ayers :  Scale  of  Handwriting,  Russell  Sage  Foudation. 

Freeman:  The  Teaching  of  Handwriting,  Houghton  Mifflin  Co.,  1914. 
Thompson:  Psychology  and  Pedagogy  of  Writing,  Warwick  &  York,  1911. 

YEAR  BOOKS  ON  MINIMUM  ESSENTIALS  AND  JUNIOR 

HIGH  SCHOOL 

Fourteenth  Year  Book,  Part  I.  Minimum  Essentials  in  Elementary  School 
Subjects,  1915. 

Fifteenth  Year  Book,  Part  I.  Standards  and  Tests,  1916. 

Fifteenth  Year  Book,  Part  III.  The  Junior  High  School,  1916. 

Sixteenth  Year  Book,  Part  I.  Second  Report  of  Committee  on  Minimum 
Essentials,  1917. 

Seventeenth  Year  Book,  Part  I.  Third  Report  on  Economy  of  Time,  1918. 
Seventeenth  Year  Book,  Part  II.  M easurements  of  Educational  Products, 
1918. 

IMPORTANT  SCHOOL  SURVEYS 

The  San  Antonio  Survey,  Published  1915. 

The  Cleveland  Survey,  Published  1915. 

The  Denver  Survey,  Published  1916. 

The  Grand  Rapids  Survey,  Published  1916. 

The  St.  Louis  Survey,  Published,  1918. 


Illustrations  of  Work. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  79 

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Developing-  the  spirit  of  play  and  recreation.  Learning  to  be  good  winners  and  good  losers. 


It  has  been  well  said  that  “man  plays  only  when  he  is  a  human  being  in  the  fullest 
sense  of  the  word,  and  he  has  reached  full  humanity  only  when  he  plays.”  There  is  nothing 
that  will  stimulate  more  keenly  in  the  child  respect  and  care  for  his  own  body  and  arouse 
his  moral  nature  to  a  sense  of  law  and  justice  than  the  games  of  the  playground. 


A  fresher  brawn  and  brain  for  all.”  Playful  boys  today ;  red-blooded  men  tomorrow. 


80  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

miuiimii . . . . 


Playgrounds  develop  all-round  physical  efficiency. 


Health  and  happiness  and  a  disposition  to  be  fair,  are  prime  factors  in  efficient  living. 
Theschool  recognizes  that  physical  development  is  an  essential  and  most  important  part  of 
education  and  that  play  is  as  necessary  as  study  and  work  to  develop  the  child’s  capacity 
and  power  for  usefulness  in  democratic  citizenship.  Well  equipped  playgrounds  and  time 
for  play  are  as  essential  as  well  equipped  classrooms  and  laboratories. 


Play  develops  initiative,  honesty,  justice,  health. 


A  part  of  Baby  Week  exhibit  held  in  High  School  Gymnasium  under  direction  of  School  Health  Department.  Visited 
by  many  mothers.  Baby  Week  posters  prepared  by  elementary  grades.  Baby  foods  prepared  by  girls  in  Domestic  Sci¬ 
ence  classes.  Diet  placards  prepared  by  Mechanical  Drawing  Department. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  81 

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82  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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Another  view  of  Baby  Week  exhibit.  This  exhibit  included  everything  that  has  to  do  with  the  care  and  health  of  babies 


Articles  made  by  Sixth,  Seventh  and  Eighth  Grade  girls  in  Sewing  classes.  The  aims  of  this  work  are  practical  sk 
good  taste  and  an  appreciation  of  costs. 


83 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 

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*  & 


84 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


cost  are  evisent.  euch  training  pay  ? 


Caning  and  Weaving  Work.  Sixth  Grade.  First  Semester. 

Rope  and  Knot  Work,  Chair  Caning,  Elementary  Bench  Work,  Shoe  Cobbling. 

The  work  in  ropes  and  cords  consists  in  giving  each  boy  a  three-foot  length  of  window  cord  and  then 
pending  two  class  periods  having  them  practice  making  the  various  knots,  hitches,  etc.,  as  demon- 
trated  by  the  teacher. 

Hammock  making  furnishes  the  work  in  weaving.  The  boys  get  experience  in  bench-work  while 
naking  their  weaving  needle  and  the  hammock  stick.  Later  in  weaving  the  hammock  from  chalk  line 
hey  learn  the  peculiar  knots  used  in  this  kind  of  work.  The  hammocks  cost  the  boys  on  an  average 
ibout  50  cents  each  and  have  proven  quite  satisfactory  as  “scout”  hammocks. 

The  work  in  chair  caning  is  taught  through  the  actual  caning  of  chairs.  School  chairs  that  need 
e-seating  with  cane  are  gathered  from  all  over  the  school  system  and  brought  to  the  school  shop  where 
he  boys  remove  the  old  seats,  bore  the  holes  and  weave  on  the  new  cane.  Chairs  are  also  brought  from 
lomes  and  repaired  for  the  cost  of  the  material  used. 

All  boys  take  the  rope  and  cord  work,  but  after  that  they  have  a  choice  between  making  a  hammock 
ind  learning  chair  caning,  or  both.  The  work  in  this  grade  is  fairly  flexible  and  provides  for  the  in- 
lividuals.  Shop  sketching  is  taught  in  connection  with  the  shop  work. 


86  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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Electrical  Construction.  Seventh  Grade.  Second  Semester. 


An  elementary  course,  mostly  of  an  experimental  nature,  supplemented  with  talks,  demonstrate  r 
outside  readings  and  class  reports.  No  attempt  is  made  to  explain  the  deeper  theories  of  electricity,  b 
rather  to  teach  the  boys  what  electricity  does.  Shop  drawing  is  correlated  with  the  work. 

The  projects  for  this  work  are :  Making  magnets,  batteries,  electro-magnets ;  installing  regular  tel 
graph,  telephone  and  electric  call  bells  and  electric  light  systems ;  construction  of  motor,  induction  co 
etc. 

Whenever  electrical  wiring  needs  to  be  done  for  the  schools,  the  work  is  turned  over  to  this  cla 
if  it  is  within  their  abilities.  Some  good  jobs  have  been  done. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  87 

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Carpentry  and  Cabinet  Work.  Eighth  Grade.  Second  Semester. 

The  interest  and  the  instruction  in  the  course  center  around  some  real  carpentry  jobs  which  the 
ass  undertakes  during  the  semester.  These  real  jobs  are  in  the  form  of  contracts  for  building  garages, 
eds,  small  houses,  repairing  buildings,  etc.  The  garage  makes  an  ideal  problem  for  such  a  class  to 
art  on.  After  a  garage  has  been  completed  a  small  house  may  safely  be  undertaken.  During  the 
•esent  semester  the  carpentry  class  is  building  a  garage  and  adding  a  kitchen  to  a  house. 

Cabinet  work  supplements  the  work  in  carpentry.  It  follows  the  usual  line  of  projects,  avoiding 
ose  either  too  difficult  or  too  heavy  to  manage  well  in  the  shop. 

For  detailed  courses  of  Seventh  and  Eighth  Grade  work  see  detailed  Course  of  Study  in  Indus- 

ial  Arts. 


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TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


•&I 


Stories,  rhymes,  events  and  games  illustrated  by  pupils  of  the  First,  Second  and  Third 
Grades.  See  outlines  of  work  for  full  description. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


89 


Design  applied  to  objects  by  pupils  of  the  Intermediate  Grades. 


Fifth  Grade  Basketry.  Native  materials  such  as  corn-husks,  rushes,  and  grasses  are  used  in  this  construction,  as  well  as  reed  and  raffia. 

The  children  like  it.  Do  you? 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


91 


Still  life  drawing  by  pupils  of  the  Seventh  and  Eighth  Grades.  Charcoal  and  pastellos  on 
toned  paper  for  the  study  of  tone  values. 


92 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


rpical  posters  on  Food  Conservation.  These  war  posters  furnished  a  rare  opportunity  to  combine  patriotic  sentiment  with  original  illus- 
ation,  artistic  design  and  careful  handwork.  Posters  were  made  in  connection  with  each  great  war  activity  and  were  exhibited  in  the 
hools  and  at  meetings  of  different  clubs,  etc. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


93 


■ONDAY  WE  HIVE  LESS  HEAT 
TUESDAY  WE  EAT  NO  MEAT 

Wednesday  WE  HAVE  NO  WHEAT 

Thursday  HAVE  LESS  SWEET 

Friday  HAVE  LESS  TO  EAT 

Saturday  NO  PORK  FOR  MEAT 

Sunday  WHEN  THE  FAMILT  MEET 
HAVE  LESS 

1318 


In  order  that  all  the  pupils  of  a  grade,  not  just  the  talented  few,  should  have  a  chance 
to  work  on  these  posters,  a  few  of  the  letters  needed  were  made  by  each  pupil  and  were 
pasted  on  the  poster  and  where  possible  the  illustration  was  a  composite  picture  made 
up  by  many  pupils’  work.  This  work  has  developed  originality  in  illustrat’on  and  in 
the  composition  of  patriotic  jingles. 


94  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

. . . . mu 


Making:  Stories  and  Poems  Real. 


The  Land  of  Story-Books. 


“An’  all  us  other  children,  when  the  supper  things  is  done. 
We  set  around  the  kitchen  fire  an’  has  the  mostest  fun 
A-list’nin’  to  the  witch-tales  ’at  Annie  tells  about, 

An’  the  Gobble-uns  ’at  gits  you 

Ef  you  Don’t  Watch  Out  1” 


Dramatic  and  Musical  representation  of  Mother  Goose  Rhymes  and  Melodies.  Given  as  a  program  for  parents.  How  many 
Mother  Goose  characters  can  you  pick  out?  The  children  know  them  all.  Such  work  has  a  large  place  in  any  modern  school 
program. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS 


95 


96 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


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STUDIES  IN  PRIMITIVE  LIFE 


Sand-table  representation  of  the  life  of  the  Cave  Men,  showing  the  cave,  the  wooded  hills, 
the  river.  Strong-arm,  Fire-keeper,  Saber-tooth,  etc.  First  Grade  work. 


Sand-table  representation  of  the  life  of  the  American  Indian.  The  home  of  Hiawatha. 

Second  Grade  Work. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  97 

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Colonial  Life.  Dramatization  of  the  First  Thanksgiving  by  pupils  of  Third  Grade.  The 
children  made  a  careful  study  of  history  for  the  details  of  this  event.  Each  pupil  rep¬ 
resented  a  character  for  the  occasion. 


Industrial  and  historical  work.  Rag-weaving.  A  rug  made  by  Second  Grade  pupils. 


98  TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 

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First  steps  in  map-making.  The  map  shows  the  directions,  boundaries,  location  of 
building,  walks,  trees,  shrubbery,  playground  apparatus,  etc.  Names  were  purposely 

left  off  the  map. 


One  way  to  teach  manners-at-table  and  proper  service.  The  modern  school  is  more  than  a  place  to  cram 
few  facts  from  books.  It  endeavors  to  teach  how  to  live  happily,  politely  and  gracefully. 


100 


TIME  ALLOTMENT  AND  OUTLINES  OF  WORK 


Our  children  are  entitled  to  school-rooms  the  walls  of  which  are  tastefully  decorated  and 
hung-  with  good  pictures,  and  which  are  uroperly  lighted,  heated,  ventilated  and  seated. 


MONMOUTH  PUBLIC  SCHOOLS,  MONMOUTH,  ILLINOIS  101 

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Raisin?  Old  Glory  to  the  top  of  a  splendid  pole  provided  by  the  pupils  of  Central  School 
for  their  lawn.  The  pole  was  formally  dedicated  to  the  school  in  an  out-of-door 
patriotic  program. 


